Transforming Singapore’s Public Libraries sought to change libraries from being just places to borrow books by making them community centers that provided learning and recreational activities. This was a significant strategic change, aiming to make libraries more relevant. Key elements included enhancing services, programs, and facilities while maintaining the core function of lending books. The change process succeeded by following an intentional order of changes and focusing on important components like stakeholder needs, resources, and coordination between elements.
WHOLE FOODS CASE QUESTIONS1. What are the chief elements.docxalanfhall8953
WHOLE FOODS CASE QUESTIONS
1. What are the chief elements of the strategy that Whole Foods Market is pursuing?
2. Is Whole Foods’ strategy well matched to recent developments and conditions in the natural and organic foods segment of the food retailing industry?
3. Do you think John Mackey has a good strategic vision for Whole Foods? Why or why not? What do you like/dislike about the company’s “Whole Foods, Whole People, Whole Planet” motto? Do the motto and the principles underlying the motto really matter at this company or are they just nice words and window dressing? Explain.
4. Do WFM’s core values as presented in the case really matter? Have they contributed to the company’s success? Why or why not?
5. How well is Whole Foods Market performing from a financial perspective?
6. How well is Whole Foods Market performing from a strategic perspective? Is the strategy working? Does the company have a winning strategy?
7. What recommendations would you make to John Mackey regarding the actions that management needs to take to sustain the company’s growth and financial performance?
A Guide to
Case Analysis
I keep six honest serving men
(They taught me all I knew);
Their names are What and Why and When;
And How and Where and Who.
— Rudyard Kipling
A Guide to Case Analysis2
In most courses in strategic management, students use cases about actual companies to practice strategic
analysis and to gain some experience in the tasks of crafting and implementing strategy. A case sets forth, in
a factual manner, the events and organizational circumstances surrounding a particular managerial situation.
It puts readers at the scene of the action and familiarizes them with all the relevant circumstances. A case on
strategic management can concern a whole industry, a single organization, or some part of an organization;
the organization involved can be either profi t seeking or not-for-profi t. The essence of the student’s role
in case analysis is to diagnose and size up the situation described in the case and then to recommend
appropriate action steps.
Why Use Cases to Practice Strategic Management?
A student of business with tact
Absorbed many answers he lacked.
But acquiring a job,
He said with a sob,
“How does one fi t answer to fact?”
The foregoing limerick was used some years ago by Professor Charles Gragg to characterize the plight
of business students who had no exposure to cases.1 The facts are that the mere act of listening to lectures
and sound advice about managing does little for anyone’s management skills and that the accumulated
managerial wisdom cannot effectively be passed on by lectures and assigned readings alone. If anything had
been learned about the practice of management, it is that a storehouse of ready-made textbook answers does
not exist. Each managerial situation has unique aspects, requiring its own diagnosis, judgment, and tailor-
made actions. Cases provide would-be managers with a va.
Business Policy and StrategyOliver’s Market Case Analysis .docxhumphrieskalyn
Business Policy and Strategy
Oliver’s Market Case Analysis &
Discussion Questions
In preparing Oliver's Market case analysis, here are some discussion questions to consider.
· What are the key elements of the strategy at Oliver's Market?
· What competitive pressures must Oliver's Market be prepared to deal with?
· What are the key success factors for competing in the supermarket industry in Sonoma County?
· What is your assessment of Oliver's financial performance and financial condition? Is the company in good financial shape? Why or why not?
· How does their financial performance compare to Whole Foods. Are they strong enough to compete?
· Should they consider expansion, given your analysis?
A Guide to
Case Analysis
I keep six honest serving men
(They taught me all I knew);
Their names are What and Why and When;
And How and Where and Who.
— Rudyard Kipling
A Guide to Case Analysis2
In most courses in strategic management, students use cases about actual companies to practice strategic
analysis and to gain some experience in the tasks of crafting and implementing strategy. A case sets forth, in
a factual manner, the events and organizational circumstances surrounding a particular managerial situation.
It puts readers at the scene of the action and familiarizes them with all the relevant circumstances. A case on
strategic management can concern a whole industry, a single organization, or some part of an organization;
the organization involved can be either profi t seeking or not-for-profi t. The essence of the student’s role
in case analysis is to diagnose and size up the situation described in the case and then to recommend
appropriate action steps.
Why Use Cases to Practice Strategic Management?
A student of business with tact
Absorbed many answers he lacked.
But acquiring a job,
He said with a sob,
“How does one fi t answer to fact?”
The foregoing limerick was used some years ago by Professor Charles Gragg to characterize the plight
of business students who had no exposure to cases.1 The facts are that the mere act of listening to lectures
and sound advice about managing does little for anyone’s management skills and that the accumulated
managerial wisdom cannot effectively be passed on by lectures and assigned readings alone. If anything had
been learned about the practice of management, it is that a storehouse of ready-made textbook answers does
not exist. Each managerial situation has unique aspects, requiring its own diagnosis, judgment, and tailor-
made actions. Cases provide would-be managers with a valuable way to practice wrestling with the actual
problems of actual managers in actual companies.
The case approach to strategic analysis is, fi rst and foremost, an exercise in learning by doing. Because cases
provide you with detailed information about conditions and problems of different industries and companies,
your task ...
A Guide to Case Analysis
I keep six honest serving men (They taught me all I knew);
Their names are What and Why and When; And How and Where and Who.
Rudyard Kipling
(
I
)n most courses in strategic management, students use cases about actual companies to practice strategic analysis and to gain some experience in the tasks of crafting and implementing strategy. A case sets forth, in a factual manner, the events and organizational circumstances surrounding a particular managerial situation. It puts
readers at the scene of the action and familiarizes them with all the relevant circumstances. A case on strategic management can concern a whole industry, a single organization, or some part of an organization; the organization involved can be either profit seeking or not-for-profit. The essence of the student’s role in case analysis is to diagnose and size up the situation described in the case and then to recommend appropriate action steps.
Why Use Cases to Practice Strategic Management?
(
4
) (
STRATEGY:
Core
Concepts
and
Analytical
Approaches
)
(
5
) (
A
Guide
to
Case
Analysis
)
A student of business with tact Absorbed many answers he lacked. But acquiring a job,
He said with a sob,
“How does one fit answer to fact?”
The foregoing limerick was used some years ago by Professor Charles Gragg to characterize the plight of business students who had no exposure to cases.1 The facts are that the mere act of listening to lectures and sound advice about managing does little for anyone’s management skills and that the accumulated managerial wisdom cannot effectively be passed on by lectures and assigned readings alone. If anything had been learned about the practice of management,
it is that a storehouse of ready-made textbook answers does not exist. Each managerial situation has unique aspects, requiring its own diagnosis, judgment, and tailor-made actions. Cases provide would-be managers with a valuable way to practice wrestling with the actual problems of actual managers in actual companies.
The case approach to strategic analysis is, first and foremost, an exercise in learning by doing. Because cases provide you with detailed information about conditions and problems of different industries and companies, your task of analyzing company after company and situation after situation has the twin benefit of boosting your analytical skills and exposing you to the ways companies and managers actually do things. Most college students have limited managerial backgrounds and only fragmented knowledge about companies and real-life strategic situations. Cases help substitute for on-the-job experience by (1) giving you broader exposure to a variety of industries, organizations, and strategic problems; (2) forcing you to assume a managerial role (as opposed to that of just an onlooker); (3) providing a test of how to apply the tools and techniques of strategic management; and
(4) asking you to come up with pragmatic managerial act.
Confirming Pages Guide to Case Analysis I keep six .docxdonnajames55
Confirming Pages
Guide to Case Analysis
I keep six honest serving men
(They taught me all I knew);
Their names are What and Why and When;
And How and Where and Who.
Rudyard Kipling
tho29503_case analysis_CA1-CA12.indd CA1tho29503_case analysis_CA1-CA12.indd CA1 29/11/12 11:00 AM29/11/12 11:00 AM
Confirming Pages
CA2 STRATEGY: Core Concepts and Analytical Approaches
exposure to a variety of industries, organizations, and
strategic problems; (2) forcing you to assume a mana-
gerial role (as opposed to that of just an onlooker);
(3) providing a test of how to apply the tools and tech-
niques of strategic management; and (4) asking you to
come up with pragmatic managerial action plans to
deal with the issues at hand.
Objectives of Case Analysis
Using cases to learn about the practice of strategic
management is a powerful way for you to accomplish
five things: 2
1. Increase your understanding of what managers
should and should not do in guiding a business to
success.
2. Build your skills in sizing up company resource
strengths and weaknesses and in conducting stra-
tegic analysis in a variety of industries and com-
petitive situations.
3. Get valuable practice in identifying strategic issues
that need to be addressed, evaluating strategic alter-
natives, and formulating workable plans of action.
4. Enhance your sense of business judgment, as
opposed to uncritically accepting the authorita-
tive crutch of the professor or “back-of-the-book”
answers.
5. Gaining in-depth exposure to different industries
and companies, thereby acquiring something close
to actual business experience.
If you understand that these are the objectives of
case analysis, you are less likely to be consumed with
curiosity about “the answer to the case.” Students who
have grown comfortable with and accustomed to text-
book statements of fact and definitive lecture notes
are often frustrated when discussions about a case
do not produce concrete answers. Usually, case dis-
cussions produce good arguments for more than one
course of action. Differences of opinion nearly always
exist. Thus, should a class discussion conclude with-
out a strong, unambiguous consensus on what to do,
don’t grumble too much when you are not told what
the answer is or what the company actually did. Just
remember that in the business world answers don’t
come in conclusive black-and-white terms. There
are nearly always several feasible courses of action
and approaches, each of which may work out satis-
factorily. Moreover, in the business world, when one
elects a particular course of action, there is no peek-
ing at the back of a book to see if you have chosen the
best thing to do and no one to turn to for a provably
I n most courses in strategic management, students use cases about actual companies to practice stra-tegic analysis and to gain some experience.
Assignment Questions1. Has Father Daniel Mary established .docxrock73
Assignment Questions
1. Has Father Daniel Mary established a future direction for the Carmelite Monks of Wyoming? What is his
vision for the monastery? What is his vision for Mystic Monk Coffee? What is the mission of the Carmelite
Monks of Wyoming?
2. Does it appear that Father Daniel Mary has set defi nite objectives and performance targets for achieving his
vision?
3. What is Father Prior’s strategy for achieving his vision? What competitive advantage might Mystic Monk
Coffee’s strategy produce?
4. Is Mystic Monk Coffee’s strategy a money-maker? What is MMC’s business model? What is your assessment
of Mystic Monk Coffee’s customer value proposition? its profi t formula?
5. Does the strategy qualify as a winning strategy? Why or why not?
6. What recommendations would you make to Father Daniel Mary in terms of crafting and executing strategy
for the monastery’s coffee operations? Are changed needed in its long-term direction? its objectives? its
strategy? its approach to strategy execution? Explain.
C
A
S
E
1
Mystic Monk Coffee
A Guide to Case Analysis
I keep six honest serving men (They taught me all I knew);
Their names are What and Why and When; And How and Where and Who.
Rudyard Kipling
(
I
)n most courses in strategic management, students use cases about actual companies to practice strategic analysis and to gain some experience in the tasks of crafting and implementing strategy. A case sets forth, in a factual manner, the events and organizational circumstances surrounding a particular managerial situation. It puts
readers at the scene of the action and familiarizes them with all the relevant circumstances. A case on strategic management can concern a whole industry, a single organization, or some part of an organization; the organization involved can be either profit seeking or not-for-profit. The essence of the student’s role in case analysis is to diagnose and size up the situation described in the case and then to recommend appropriate action steps.
Why Use Cases to Practice Strategic Management?
(
4
) (
STRATEGY:
Core
Concepts
and
Analytical
Approaches
)
(
5
) (
A
Guide
to
Case
Analysis
)
A student of business with tact Absorbed many answers he lacked. But acquiring a job,
He said with a sob,
“How does one fit answer to fact?”
The foregoing limerick was used some years ago by Professor Charles Gragg to characterize the plight of business students who had no exposure to cases.1 The facts are that the mere act of listening to lectures and sound advice about managing does little for anyone’s management skills and that the accumulated managerial wisdom cannot effectively be passed on by lectures and assigned readings alone. If anything had been learned about the practice of management,
it is that a storehouse of ready-made textbook answers does not exist. Each managerial situation has unique aspects, requiring its own diagnosis, judgment, and tailor-made actions. Cases p ...
A Guide to Case AnalysisI keep six honest serving men(.docxransayo
A Guide to
Case Analysis
I keep six honest serving men
(They taught me all I knew);
Their names are What and Why and When;
And How and Where and Who.
— Rudyard Kipling
A Guide to Case Analysis2
In most courses in strategic management, students use cases about actual companies to practice strategic
analysis and to gain some experience in the tasks of crafting and implementing strategy. A case sets forth, in
a factual manner, the events and organizational circumstances surrounding a particular managerial situation.
It puts readers at the scene of the action and familiarizes them with all the relevant circumstances. A case on
strategic management can concern a whole industry, a single organization, or some part of an organization;
the organization involved can be either profi t seeking or not-for-profi t. The essence of the student’s role
in case analysis is to diagnose and size up the situation described in the case and then to recommend
appropriate action steps.
Why Use Cases to Practice Strategic Management?
A student of business with tact
Absorbed many answers he lacked.
But acquiring a job,
He said with a sob,
“How does one fi t answer to fact?”
The foregoing limerick was used some years ago by Professor Charles Gragg to characterize the plight
of business students who had no exposure to cases.1 The facts are that the mere act of listening to lectures
and sound advice about managing does little for anyone’s management skills and that the accumulated
managerial wisdom cannot effectively be passed on by lectures and assigned readings alone. If anything had
been learned about the practice of management, it is that a storehouse of ready-made textbook answers does
not exist. Each managerial situation has unique aspects, requiring its own diagnosis, judgment, and tailor-
made actions. Cases provide would-be managers with a valuable way to practice wrestling with the actual
problems of actual managers in actual companies.
The case approach to strategic analysis is, fi rst and foremost, an exercise in learning by doing. Because cases
provide you with detailed information about conditions and problems of different industries and companies,
your task of analyzing company after company and situation after situation has the twin benefi t of boosting
your analytical skills and exposing you to the ways companies and mana gers actually do things. Most college
students have limited managerial backgrounds and only frag mented knowledge about companies and real-life
strategic situations. Cases help substitute for on-the-job experience by (1) giving you broader exposure to a
variety of industries, organizations, and strategic problems; (2) forcing you to assume a managerial role (as
opposed to that of just an onlooker); (3) providing a test of how to apply the tools and techniques of strategic
management; and (4) asking you to come up with pragmatic managerial action plans to deal with the issues
at hand.
Objectives of C.
WHOLE FOODS CASE QUESTIONS1. What are the chief elements.docxalanfhall8953
WHOLE FOODS CASE QUESTIONS
1. What are the chief elements of the strategy that Whole Foods Market is pursuing?
2. Is Whole Foods’ strategy well matched to recent developments and conditions in the natural and organic foods segment of the food retailing industry?
3. Do you think John Mackey has a good strategic vision for Whole Foods? Why or why not? What do you like/dislike about the company’s “Whole Foods, Whole People, Whole Planet” motto? Do the motto and the principles underlying the motto really matter at this company or are they just nice words and window dressing? Explain.
4. Do WFM’s core values as presented in the case really matter? Have they contributed to the company’s success? Why or why not?
5. How well is Whole Foods Market performing from a financial perspective?
6. How well is Whole Foods Market performing from a strategic perspective? Is the strategy working? Does the company have a winning strategy?
7. What recommendations would you make to John Mackey regarding the actions that management needs to take to sustain the company’s growth and financial performance?
A Guide to
Case Analysis
I keep six honest serving men
(They taught me all I knew);
Their names are What and Why and When;
And How and Where and Who.
— Rudyard Kipling
A Guide to Case Analysis2
In most courses in strategic management, students use cases about actual companies to practice strategic
analysis and to gain some experience in the tasks of crafting and implementing strategy. A case sets forth, in
a factual manner, the events and organizational circumstances surrounding a particular managerial situation.
It puts readers at the scene of the action and familiarizes them with all the relevant circumstances. A case on
strategic management can concern a whole industry, a single organization, or some part of an organization;
the organization involved can be either profi t seeking or not-for-profi t. The essence of the student’s role
in case analysis is to diagnose and size up the situation described in the case and then to recommend
appropriate action steps.
Why Use Cases to Practice Strategic Management?
A student of business with tact
Absorbed many answers he lacked.
But acquiring a job,
He said with a sob,
“How does one fi t answer to fact?”
The foregoing limerick was used some years ago by Professor Charles Gragg to characterize the plight
of business students who had no exposure to cases.1 The facts are that the mere act of listening to lectures
and sound advice about managing does little for anyone’s management skills and that the accumulated
managerial wisdom cannot effectively be passed on by lectures and assigned readings alone. If anything had
been learned about the practice of management, it is that a storehouse of ready-made textbook answers does
not exist. Each managerial situation has unique aspects, requiring its own diagnosis, judgment, and tailor-
made actions. Cases provide would-be managers with a va.
Business Policy and StrategyOliver’s Market Case Analysis .docxhumphrieskalyn
Business Policy and Strategy
Oliver’s Market Case Analysis &
Discussion Questions
In preparing Oliver's Market case analysis, here are some discussion questions to consider.
· What are the key elements of the strategy at Oliver's Market?
· What competitive pressures must Oliver's Market be prepared to deal with?
· What are the key success factors for competing in the supermarket industry in Sonoma County?
· What is your assessment of Oliver's financial performance and financial condition? Is the company in good financial shape? Why or why not?
· How does their financial performance compare to Whole Foods. Are they strong enough to compete?
· Should they consider expansion, given your analysis?
A Guide to
Case Analysis
I keep six honest serving men
(They taught me all I knew);
Their names are What and Why and When;
And How and Where and Who.
— Rudyard Kipling
A Guide to Case Analysis2
In most courses in strategic management, students use cases about actual companies to practice strategic
analysis and to gain some experience in the tasks of crafting and implementing strategy. A case sets forth, in
a factual manner, the events and organizational circumstances surrounding a particular managerial situation.
It puts readers at the scene of the action and familiarizes them with all the relevant circumstances. A case on
strategic management can concern a whole industry, a single organization, or some part of an organization;
the organization involved can be either profi t seeking or not-for-profi t. The essence of the student’s role
in case analysis is to diagnose and size up the situation described in the case and then to recommend
appropriate action steps.
Why Use Cases to Practice Strategic Management?
A student of business with tact
Absorbed many answers he lacked.
But acquiring a job,
He said with a sob,
“How does one fi t answer to fact?”
The foregoing limerick was used some years ago by Professor Charles Gragg to characterize the plight
of business students who had no exposure to cases.1 The facts are that the mere act of listening to lectures
and sound advice about managing does little for anyone’s management skills and that the accumulated
managerial wisdom cannot effectively be passed on by lectures and assigned readings alone. If anything had
been learned about the practice of management, it is that a storehouse of ready-made textbook answers does
not exist. Each managerial situation has unique aspects, requiring its own diagnosis, judgment, and tailor-
made actions. Cases provide would-be managers with a valuable way to practice wrestling with the actual
problems of actual managers in actual companies.
The case approach to strategic analysis is, fi rst and foremost, an exercise in learning by doing. Because cases
provide you with detailed information about conditions and problems of different industries and companies,
your task ...
A Guide to Case Analysis
I keep six honest serving men (They taught me all I knew);
Their names are What and Why and When; And How and Where and Who.
Rudyard Kipling
(
I
)n most courses in strategic management, students use cases about actual companies to practice strategic analysis and to gain some experience in the tasks of crafting and implementing strategy. A case sets forth, in a factual manner, the events and organizational circumstances surrounding a particular managerial situation. It puts
readers at the scene of the action and familiarizes them with all the relevant circumstances. A case on strategic management can concern a whole industry, a single organization, or some part of an organization; the organization involved can be either profit seeking or not-for-profit. The essence of the student’s role in case analysis is to diagnose and size up the situation described in the case and then to recommend appropriate action steps.
Why Use Cases to Practice Strategic Management?
(
4
) (
STRATEGY:
Core
Concepts
and
Analytical
Approaches
)
(
5
) (
A
Guide
to
Case
Analysis
)
A student of business with tact Absorbed many answers he lacked. But acquiring a job,
He said with a sob,
“How does one fit answer to fact?”
The foregoing limerick was used some years ago by Professor Charles Gragg to characterize the plight of business students who had no exposure to cases.1 The facts are that the mere act of listening to lectures and sound advice about managing does little for anyone’s management skills and that the accumulated managerial wisdom cannot effectively be passed on by lectures and assigned readings alone. If anything had been learned about the practice of management,
it is that a storehouse of ready-made textbook answers does not exist. Each managerial situation has unique aspects, requiring its own diagnosis, judgment, and tailor-made actions. Cases provide would-be managers with a valuable way to practice wrestling with the actual problems of actual managers in actual companies.
The case approach to strategic analysis is, first and foremost, an exercise in learning by doing. Because cases provide you with detailed information about conditions and problems of different industries and companies, your task of analyzing company after company and situation after situation has the twin benefit of boosting your analytical skills and exposing you to the ways companies and managers actually do things. Most college students have limited managerial backgrounds and only fragmented knowledge about companies and real-life strategic situations. Cases help substitute for on-the-job experience by (1) giving you broader exposure to a variety of industries, organizations, and strategic problems; (2) forcing you to assume a managerial role (as opposed to that of just an onlooker); (3) providing a test of how to apply the tools and techniques of strategic management; and
(4) asking you to come up with pragmatic managerial act.
Confirming Pages Guide to Case Analysis I keep six .docxdonnajames55
Confirming Pages
Guide to Case Analysis
I keep six honest serving men
(They taught me all I knew);
Their names are What and Why and When;
And How and Where and Who.
Rudyard Kipling
tho29503_case analysis_CA1-CA12.indd CA1tho29503_case analysis_CA1-CA12.indd CA1 29/11/12 11:00 AM29/11/12 11:00 AM
Confirming Pages
CA2 STRATEGY: Core Concepts and Analytical Approaches
exposure to a variety of industries, organizations, and
strategic problems; (2) forcing you to assume a mana-
gerial role (as opposed to that of just an onlooker);
(3) providing a test of how to apply the tools and tech-
niques of strategic management; and (4) asking you to
come up with pragmatic managerial action plans to
deal with the issues at hand.
Objectives of Case Analysis
Using cases to learn about the practice of strategic
management is a powerful way for you to accomplish
five things: 2
1. Increase your understanding of what managers
should and should not do in guiding a business to
success.
2. Build your skills in sizing up company resource
strengths and weaknesses and in conducting stra-
tegic analysis in a variety of industries and com-
petitive situations.
3. Get valuable practice in identifying strategic issues
that need to be addressed, evaluating strategic alter-
natives, and formulating workable plans of action.
4. Enhance your sense of business judgment, as
opposed to uncritically accepting the authorita-
tive crutch of the professor or “back-of-the-book”
answers.
5. Gaining in-depth exposure to different industries
and companies, thereby acquiring something close
to actual business experience.
If you understand that these are the objectives of
case analysis, you are less likely to be consumed with
curiosity about “the answer to the case.” Students who
have grown comfortable with and accustomed to text-
book statements of fact and definitive lecture notes
are often frustrated when discussions about a case
do not produce concrete answers. Usually, case dis-
cussions produce good arguments for more than one
course of action. Differences of opinion nearly always
exist. Thus, should a class discussion conclude with-
out a strong, unambiguous consensus on what to do,
don’t grumble too much when you are not told what
the answer is or what the company actually did. Just
remember that in the business world answers don’t
come in conclusive black-and-white terms. There
are nearly always several feasible courses of action
and approaches, each of which may work out satis-
factorily. Moreover, in the business world, when one
elects a particular course of action, there is no peek-
ing at the back of a book to see if you have chosen the
best thing to do and no one to turn to for a provably
I n most courses in strategic management, students use cases about actual companies to practice stra-tegic analysis and to gain some experience.
Assignment Questions1. Has Father Daniel Mary established .docxrock73
Assignment Questions
1. Has Father Daniel Mary established a future direction for the Carmelite Monks of Wyoming? What is his
vision for the monastery? What is his vision for Mystic Monk Coffee? What is the mission of the Carmelite
Monks of Wyoming?
2. Does it appear that Father Daniel Mary has set defi nite objectives and performance targets for achieving his
vision?
3. What is Father Prior’s strategy for achieving his vision? What competitive advantage might Mystic Monk
Coffee’s strategy produce?
4. Is Mystic Monk Coffee’s strategy a money-maker? What is MMC’s business model? What is your assessment
of Mystic Monk Coffee’s customer value proposition? its profi t formula?
5. Does the strategy qualify as a winning strategy? Why or why not?
6. What recommendations would you make to Father Daniel Mary in terms of crafting and executing strategy
for the monastery’s coffee operations? Are changed needed in its long-term direction? its objectives? its
strategy? its approach to strategy execution? Explain.
C
A
S
E
1
Mystic Monk Coffee
A Guide to Case Analysis
I keep six honest serving men (They taught me all I knew);
Their names are What and Why and When; And How and Where and Who.
Rudyard Kipling
(
I
)n most courses in strategic management, students use cases about actual companies to practice strategic analysis and to gain some experience in the tasks of crafting and implementing strategy. A case sets forth, in a factual manner, the events and organizational circumstances surrounding a particular managerial situation. It puts
readers at the scene of the action and familiarizes them with all the relevant circumstances. A case on strategic management can concern a whole industry, a single organization, or some part of an organization; the organization involved can be either profit seeking or not-for-profit. The essence of the student’s role in case analysis is to diagnose and size up the situation described in the case and then to recommend appropriate action steps.
Why Use Cases to Practice Strategic Management?
(
4
) (
STRATEGY:
Core
Concepts
and
Analytical
Approaches
)
(
5
) (
A
Guide
to
Case
Analysis
)
A student of business with tact Absorbed many answers he lacked. But acquiring a job,
He said with a sob,
“How does one fit answer to fact?”
The foregoing limerick was used some years ago by Professor Charles Gragg to characterize the plight of business students who had no exposure to cases.1 The facts are that the mere act of listening to lectures and sound advice about managing does little for anyone’s management skills and that the accumulated managerial wisdom cannot effectively be passed on by lectures and assigned readings alone. If anything had been learned about the practice of management,
it is that a storehouse of ready-made textbook answers does not exist. Each managerial situation has unique aspects, requiring its own diagnosis, judgment, and tailor-made actions. Cases p ...
A Guide to Case AnalysisI keep six honest serving men(.docxransayo
A Guide to
Case Analysis
I keep six honest serving men
(They taught me all I knew);
Their names are What and Why and When;
And How and Where and Who.
— Rudyard Kipling
A Guide to Case Analysis2
In most courses in strategic management, students use cases about actual companies to practice strategic
analysis and to gain some experience in the tasks of crafting and implementing strategy. A case sets forth, in
a factual manner, the events and organizational circumstances surrounding a particular managerial situation.
It puts readers at the scene of the action and familiarizes them with all the relevant circumstances. A case on
strategic management can concern a whole industry, a single organization, or some part of an organization;
the organization involved can be either profi t seeking or not-for-profi t. The essence of the student’s role
in case analysis is to diagnose and size up the situation described in the case and then to recommend
appropriate action steps.
Why Use Cases to Practice Strategic Management?
A student of business with tact
Absorbed many answers he lacked.
But acquiring a job,
He said with a sob,
“How does one fi t answer to fact?”
The foregoing limerick was used some years ago by Professor Charles Gragg to characterize the plight
of business students who had no exposure to cases.1 The facts are that the mere act of listening to lectures
and sound advice about managing does little for anyone’s management skills and that the accumulated
managerial wisdom cannot effectively be passed on by lectures and assigned readings alone. If anything had
been learned about the practice of management, it is that a storehouse of ready-made textbook answers does
not exist. Each managerial situation has unique aspects, requiring its own diagnosis, judgment, and tailor-
made actions. Cases provide would-be managers with a valuable way to practice wrestling with the actual
problems of actual managers in actual companies.
The case approach to strategic analysis is, fi rst and foremost, an exercise in learning by doing. Because cases
provide you with detailed information about conditions and problems of different industries and companies,
your task of analyzing company after company and situation after situation has the twin benefi t of boosting
your analytical skills and exposing you to the ways companies and mana gers actually do things. Most college
students have limited managerial backgrounds and only frag mented knowledge about companies and real-life
strategic situations. Cases help substitute for on-the-job experience by (1) giving you broader exposure to a
variety of industries, organizations, and strategic problems; (2) forcing you to assume a managerial role (as
opposed to that of just an onlooker); (3) providing a test of how to apply the tools and techniques of strategic
management; and (4) asking you to come up with pragmatic managerial action plans to deal with the issues
at hand.
Objectives of C.
Part 1.· How can information technology support a company’s busi.docxherbertwilson5999
Part 1.
· How can information technology support a company’s business processes and decision making and give it a competitive advantage? Give examples to illustrate your answer.
· How does the use of the Internet, intranets, and extranets by companies today support their business processes and activities?
· How can a manager demonstrate that he or she is a responsible end user of information systems? Give several examples.
Part 2.
Disaster Recovery "How important are your data to you?" "What would happen if . . . ?" While business managers focus on solving business problems and determin- ing what their information systems should do, di- saster recovery consultants ask what would happen if things go wrong. With careful advanced planning, disaster recovery specialists help their clients prevent calamity. While this topic covers a wide variety of software issues, installation configuration issues, and security threats, examining common end-user mistakes may also prove enlightening. Common end-user mistakes include:
a. Failure to save work in progress frequently.
b. Failure to make a backup copy. c. Storing original and backup copies in the same location.
For each of the common end-user mistakes listed above, answer the following questions.
a. How might this mistake result in data loss?
b. What procedures could you follow to minimize this risk?
SOLAR FEEDER ASSIGNMENT QUESTIONS
· What problems do you see at SDI? What issues does management need to address? What do you see as the central problem/issue?
· Is SDI close to achieving a breakeven volume of sales?
· What is SDI’s present strategy? Is the strategy working? Are fundamental changes needed?
· What strategic plan would you suggest SDI pursue to make a success out of its Solar Feeder product? Your recommended plan should include a strategic vision for SDI, a set of strategic and financial objectives, a detailed strategy, and a set of action recommendations to implement and execute the strategy.
A Guide to
Case Analysis
I keep six honest serving men
(They taught me all I knew);
Their names are What and Why and When;
And How and Where and Who.
— Rudyard Kipling
A Guide to Case Analysis2
In most courses in strategic management, students use cases about actual companies to practice strategic
analysis and to gain some experience in the tasks of crafting and implementing strategy. A case sets forth, in
a factual manner, the events and organizational circumstances surrounding a particular managerial situation.
It puts readers at the scene of the action and familiarizes them with all the relevant circumstances. A case on
strategic management can concern a whole industry, a single organization, or some part of an organization;
the organization involved can be either profi t seeking or not-for-profi t. The essence of the student’s role
in case analysis is to diagnose and size up the situation described in the case and then to recommend
appropriate action steps.
Why Use Ca.
Assignment Budget Planning and ControlBefore approaching this a.docxrock73
Assignment: Budget Planning and Control
Before approaching this assignment, be sure that you have watched the following video.
· Budgetary Planning featuring Babycakes *FULL VIDEO*. (2016). YouTube.
Babycakes, a specialty bakery, is the company that will be considered for all parts of your budget planning and control report. For this assignment, you will develop a three to four (3 – 4) page paper in which you address the following.
1. Briefly discuss the ways a realistic budget will benefit the owner of Babycakes versus having no budget at all. Be sure to use Babycakes as the company and any specific product details in your explanation.
2. Prepare a sales budget for the LA Babycakes store for the 4th quarter of 2016. Present the number of units, sales price, and total sales for each month; include October, November, and December, and a total for the quarter. Use one-half of the Valentine’s Day sales as the basis for a usual day in the new quarter. Use 30 days for each month. Calculate the total sales for each month for October, November, and December.
3. Create three (3) new products, one (1) for each of the three (3) holiday seasons in the 4th quarter. Estimate the sales units, sales price, and total sales for each month. Describe the assumptions used to make these estimates. Include an overview of the budget in the report, presenting the actual budget as an appendix with all data and calculations. Add these amounts to your sales budget.
4. The owner of Babycakes is interested in preparing a flexible budget rather than the static budget she currently uses. She does not understand why, when sales increase, her static budget often shows an unfavorable variance. Explain how a flexible budget will overcome this problem. Use the details of your newly prepared budget for the 4th quarter of 2016 to address her concern.
5. Imagine that Babycakes is facing a financial challenge that is causing the actual amount of money that it spends to become significantly more than its budgeted amount. Include a discussion of your own unique cause of the overspending. Explain the corrective actions needed to address these challenges.
6. Integrate relevant information from at least three (3) quality academic resources in this assignment. Note: Please do not use your textbook as an academic resource. Also, Wikipedia and other Websites that are unreliable do not qualify as academic resources.
Your assignment must follow these formatting requirements.
· Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA or school-specific format. Check with your professor for any additional instructions.
· Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required page length.
· An abstract is not required.
The specific course learning outcomes associated with this ...
Describe how the shifts societal forces have impacted marketing ov.docxtheodorelove43763
Describe how the shifts societal forces have impacted marketing over the years.
Make your initial post and comment on of student post.
Stunden1
I am a plus size woman. I have noticed now that more stores are offering plus sizes. Being a size 2 is not the norm any more. More plus sizw women are more into fashions and they are buying more fashionable clothes. Society has become more exceptive of the larger women, becaue they are becoming comfortable with wearing the latest styles. Old Navy, Nordtroms, and a lot more other stores are carrying the plus sizes now. Even Victoria Secrets is stepping up to the plate, for plus size women. The market is changing for us for the better. A shift has arrived in the way people look at plus size women.
Student 2
Shifts in societal forces have impacted marketing in different ways over the years. The different impacts are determined by the societal forces that are prevalent in the contemporary marketplace. Such societal forces include cultural diversity, culture identity, demographic changes, people’s consumerism, as well as rising awareness about environmentally friendly products. Shifts in societal forces lead to pressure on political aspects, which in turn lead to legal regulations being changed to govern the market (Kotler & Keller, 2011). As a result of the increasing complexity in societal forces within today’s globalized marketplace, marketers experience more strict regulations that mainly impact the quantity and quality of information that they offer to the marketplace and the customers thereof (Kotler & Keller, 2011). Additionally, the increasing globalization of the marketplace has led to a diversified culture identity, which has led to a situation where consumers have a variety of cultural values and attitudes. As consumers across the globe gain more knowledge on other cultures, their tastes and preferences in the products offered become more complex. As a result, marketers have to shift their marketing strategies and ensure that their products attain the increasing diversity in consumer needs. The marketing operations adopted by firms must thus, change to adopt the shifts in societal forces
A Guide to
Case Analysis
I keep six honest serving men
(They taught me all I knew);
Their names are What and Why and When;
And How and Where and Who.
— Rudyard Kipling
A Guide to Case Analysis2
In most courses in strategic management, students use cases about actual companies to practice strategic
analysis and to gain some experience in the tasks of crafting and implementing strategy. A case sets forth, in
a factual manner, the events and organizational circumstances surrounding a particular managerial situation.
It puts readers at the scene of the action and familiarizes them with all the relevant circumstances. A case on
strategic management can concern a whole industry, a single organization, or some part of an organization;
the organization involved can be either profi t seeking .
How to Analyze a Case StudyIncluded in these cases are questions.docxpooleavelina
How to Analyze a Case Study
Included in these cases are questions to help you understand and analyze the case. You may, however, be assigned other case studies that do not have questions. This Hands-on Guide presents a structured framework to help you analyze such cases as well as the case studies in this text. Knowing how to analyze a case will help you attack virtually any business problem.
A case study helps students learn by immersing them in a real-world business scenario where they can act as problem-solvers and decision-makers. The case presents facts about a particular organization. Students are asked to analyze the case by focusing on the most important facts and using this information to determine the opportunities and problems facing that organization. Students are then asked to identify alternative courses of action to deal with the problems they identify.
A case study analysis must not merely summarize the case. It should identify key issues and problems, outline and assess alternative courses of action, and draw appropriate conclusions. The case study analysis can be broken down into the following steps:
1. Identify the most important facts surrounding the case.
2. Identify the key issue or issues.
3. Specify alternative courses of action.
4. Evaluate each course of action.
5. Recommend the best course of action.
Let's look at what each step involves.
1. Identify the most important facts surrounding the case.
Read the case several times to become familiar with the information it contains. Pay attention to the information in any accompanying exhibits, tables, or figures. Many case scenarios, as in real life, present a great deal of detailed information. Some of these facts are more relevant than others for problem identification. One can assume the facts and figures in the case are true, but statements, judgments, or decisions made by individuals should be questioned. Underline and then list the most important facts and figures that would help you define the central problem or issue. If key facts and numbers are not available, you can make assumptions, but these assumptions should be reasonable given the situation. The "correctness" of your conclusions may depend on the assumptions you make.
2. Identify the key issue or issues.
Use the facts provided by the case to identify the key issue or issues facing the company you are studying. Many cases present multiple issues or problems. Identify the most important and separate them from more trivial issues. State the major problem or challenge facing the company. You should be able to describe the problem or challenge in one or two sentences. You should be able to explain how this problem affects the strategy or performance of the organization.
You will need to explain why the problem occurred. Does the problem or challenge facing the company comes from a changing environment, new opportunities, a declining market share, or inefficient internal or external business processes? In the ...
Framework for Case Analysis (Adapted from the original document .docxshericehewat
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I – Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not “case-based.” This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions with others in order to progress in one’s own thinking; examining the total situation rather than focusing on the most obvious or pressing elements of that situation; gaining multiple perspectives on a situation by using theory, concepts and research findings; understanding the continually evolving interrelationships among the factors in a situation; acknowledging what is not known or understood by the student analyst about a situation; explicitly assessing and acknowledging the degree of confidence the student analyst is able to have in what ...
Framework for Case Analysis (Adapted from the original document SusanaFurman449
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I – Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not “case-based.” This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions with others in order to progress in one’s own thinking; examining the total situation rather than focusing on the most obvious or pressing elements of that situation; gaining multiple perspectives on a situation by using theory, concepts and research findings; understanding the continually evolving interrelationships among the factors in a situation; acknowledging what is not known or understood by the student analyst about a situation; explicitly assessing and acknowledging the degree of confidence the student analyst is able to have in what ...
DUE DATE AND TIME: Thursday 30 August (week 7) by 5.00pm AEST
PERCENTAGE OF FINAL GRADE: 30%
MODE: Group of 2-3 students or individually
WORD LIMIT: 3000 Words
HURDLE DETAILS: N/A
Exam #3 ReviewChapter 10· Balance of payment statements · .docxturveycharlyn
Exam #3 Review:
Chapter 10:
· Balance of payment statements
· Know all the components of the balance of payment statements
· Balance of international indebtedness
· Know the debit and credit transactions of the balance of payments.
· Which is debit and which one is credit
· What determine the US balance of trade
· Essay: How do we measure international investment position of the US?
· Essay: How did the US become the net debtor so quickly?
Chapter 11:
· What happened to the international merchandise transactions (trade) if the US dollar is appreciated or depreciated against other currencies?
· What depreciation is and what appreciation is?
· Know the differences between the spot market and the forward market?
· What is spot market
· What is forward market
· How do you prevent the loss and remove the risks of a foreign currency transaction?
· Essay: How do you trade on the future market?
· Essay: Differences of trading between in the future market and the forward market?
Chapter 15:
· Study Manage floating exchange rate system.
· What happens to the US dollar if the inflation of the US and inflation in a foreign country are different?
· Which exchange rate system does not require monetary reserves?
· Under the floating exchange rate system, if import and exports increase or falls, what happens to the dollar value?
· What happens to the balance of trade when the currency is appreciated or depreciated?
· Essay: difference between current pect and adjustable pect exchange rate.
Bonus question about the video that wi will finished on monday.
ECO-358: Assignment 4, Article Analysis
1. Please read the attached article several times and highlight its main points and/or arguments. If you need additional research to write your analysis of this article, please do so and cite your sources appropriately and make up a reference page at the end of your assignment to list sources (APA format is required).
2. Choose 7 concepts and/or theories from our textbook to use as guidance and foundation to analyze the article. These concepts and theories can be from any chapter of the textbook. You should choose concepts and theories that are broad/big/important enough so you can write a lot about them with information from the article. Simple definitions don’t have much to write, don’t choose them.
3. Your paper must include an article summary (very short one, just 1 paragraph), a body, and a brief conclusion. Please show me how the article contents relate to the concepts/theories you choose or vice versa. Each concept/theory has to be underlined and also has textbook page number reference on your paper. The minimum length is 5 double space pages, excluding title and reference pages.
4. Your paper has to be in APA format and style. Visit Doane College writing center, or read APA guide posted on BB for guidance on APA writing. There are many requirements on APA format. Here are some most basic and essential ones you must have on your paper: cover page,.
Part 1.· How can information technology support a company’s busi.docxherbertwilson5999
Part 1.
· How can information technology support a company’s business processes and decision making and give it a competitive advantage? Give examples to illustrate your answer.
· How does the use of the Internet, intranets, and extranets by companies today support their business processes and activities?
· How can a manager demonstrate that he or she is a responsible end user of information systems? Give several examples.
Part 2.
Disaster Recovery "How important are your data to you?" "What would happen if . . . ?" While business managers focus on solving business problems and determin- ing what their information systems should do, di- saster recovery consultants ask what would happen if things go wrong. With careful advanced planning, disaster recovery specialists help their clients prevent calamity. While this topic covers a wide variety of software issues, installation configuration issues, and security threats, examining common end-user mistakes may also prove enlightening. Common end-user mistakes include:
a. Failure to save work in progress frequently.
b. Failure to make a backup copy. c. Storing original and backup copies in the same location.
For each of the common end-user mistakes listed above, answer the following questions.
a. How might this mistake result in data loss?
b. What procedures could you follow to minimize this risk?
SOLAR FEEDER ASSIGNMENT QUESTIONS
· What problems do you see at SDI? What issues does management need to address? What do you see as the central problem/issue?
· Is SDI close to achieving a breakeven volume of sales?
· What is SDI’s present strategy? Is the strategy working? Are fundamental changes needed?
· What strategic plan would you suggest SDI pursue to make a success out of its Solar Feeder product? Your recommended plan should include a strategic vision for SDI, a set of strategic and financial objectives, a detailed strategy, and a set of action recommendations to implement and execute the strategy.
A Guide to
Case Analysis
I keep six honest serving men
(They taught me all I knew);
Their names are What and Why and When;
And How and Where and Who.
— Rudyard Kipling
A Guide to Case Analysis2
In most courses in strategic management, students use cases about actual companies to practice strategic
analysis and to gain some experience in the tasks of crafting and implementing strategy. A case sets forth, in
a factual manner, the events and organizational circumstances surrounding a particular managerial situation.
It puts readers at the scene of the action and familiarizes them with all the relevant circumstances. A case on
strategic management can concern a whole industry, a single organization, or some part of an organization;
the organization involved can be either profi t seeking or not-for-profi t. The essence of the student’s role
in case analysis is to diagnose and size up the situation described in the case and then to recommend
appropriate action steps.
Why Use Ca.
Assignment Budget Planning and ControlBefore approaching this a.docxrock73
Assignment: Budget Planning and Control
Before approaching this assignment, be sure that you have watched the following video.
· Budgetary Planning featuring Babycakes *FULL VIDEO*. (2016). YouTube.
Babycakes, a specialty bakery, is the company that will be considered for all parts of your budget planning and control report. For this assignment, you will develop a three to four (3 – 4) page paper in which you address the following.
1. Briefly discuss the ways a realistic budget will benefit the owner of Babycakes versus having no budget at all. Be sure to use Babycakes as the company and any specific product details in your explanation.
2. Prepare a sales budget for the LA Babycakes store for the 4th quarter of 2016. Present the number of units, sales price, and total sales for each month; include October, November, and December, and a total for the quarter. Use one-half of the Valentine’s Day sales as the basis for a usual day in the new quarter. Use 30 days for each month. Calculate the total sales for each month for October, November, and December.
3. Create three (3) new products, one (1) for each of the three (3) holiday seasons in the 4th quarter. Estimate the sales units, sales price, and total sales for each month. Describe the assumptions used to make these estimates. Include an overview of the budget in the report, presenting the actual budget as an appendix with all data and calculations. Add these amounts to your sales budget.
4. The owner of Babycakes is interested in preparing a flexible budget rather than the static budget she currently uses. She does not understand why, when sales increase, her static budget often shows an unfavorable variance. Explain how a flexible budget will overcome this problem. Use the details of your newly prepared budget for the 4th quarter of 2016 to address her concern.
5. Imagine that Babycakes is facing a financial challenge that is causing the actual amount of money that it spends to become significantly more than its budgeted amount. Include a discussion of your own unique cause of the overspending. Explain the corrective actions needed to address these challenges.
6. Integrate relevant information from at least three (3) quality academic resources in this assignment. Note: Please do not use your textbook as an academic resource. Also, Wikipedia and other Websites that are unreliable do not qualify as academic resources.
Your assignment must follow these formatting requirements.
· Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA or school-specific format. Check with your professor for any additional instructions.
· Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required page length.
· An abstract is not required.
The specific course learning outcomes associated with this ...
Describe how the shifts societal forces have impacted marketing ov.docxtheodorelove43763
Describe how the shifts societal forces have impacted marketing over the years.
Make your initial post and comment on of student post.
Stunden1
I am a plus size woman. I have noticed now that more stores are offering plus sizes. Being a size 2 is not the norm any more. More plus sizw women are more into fashions and they are buying more fashionable clothes. Society has become more exceptive of the larger women, becaue they are becoming comfortable with wearing the latest styles. Old Navy, Nordtroms, and a lot more other stores are carrying the plus sizes now. Even Victoria Secrets is stepping up to the plate, for plus size women. The market is changing for us for the better. A shift has arrived in the way people look at plus size women.
Student 2
Shifts in societal forces have impacted marketing in different ways over the years. The different impacts are determined by the societal forces that are prevalent in the contemporary marketplace. Such societal forces include cultural diversity, culture identity, demographic changes, people’s consumerism, as well as rising awareness about environmentally friendly products. Shifts in societal forces lead to pressure on political aspects, which in turn lead to legal regulations being changed to govern the market (Kotler & Keller, 2011). As a result of the increasing complexity in societal forces within today’s globalized marketplace, marketers experience more strict regulations that mainly impact the quantity and quality of information that they offer to the marketplace and the customers thereof (Kotler & Keller, 2011). Additionally, the increasing globalization of the marketplace has led to a diversified culture identity, which has led to a situation where consumers have a variety of cultural values and attitudes. As consumers across the globe gain more knowledge on other cultures, their tastes and preferences in the products offered become more complex. As a result, marketers have to shift their marketing strategies and ensure that their products attain the increasing diversity in consumer needs. The marketing operations adopted by firms must thus, change to adopt the shifts in societal forces
A Guide to
Case Analysis
I keep six honest serving men
(They taught me all I knew);
Their names are What and Why and When;
And How and Where and Who.
— Rudyard Kipling
A Guide to Case Analysis2
In most courses in strategic management, students use cases about actual companies to practice strategic
analysis and to gain some experience in the tasks of crafting and implementing strategy. A case sets forth, in
a factual manner, the events and organizational circumstances surrounding a particular managerial situation.
It puts readers at the scene of the action and familiarizes them with all the relevant circumstances. A case on
strategic management can concern a whole industry, a single organization, or some part of an organization;
the organization involved can be either profi t seeking .
How to Analyze a Case StudyIncluded in these cases are questions.docxpooleavelina
How to Analyze a Case Study
Included in these cases are questions to help you understand and analyze the case. You may, however, be assigned other case studies that do not have questions. This Hands-on Guide presents a structured framework to help you analyze such cases as well as the case studies in this text. Knowing how to analyze a case will help you attack virtually any business problem.
A case study helps students learn by immersing them in a real-world business scenario where they can act as problem-solvers and decision-makers. The case presents facts about a particular organization. Students are asked to analyze the case by focusing on the most important facts and using this information to determine the opportunities and problems facing that organization. Students are then asked to identify alternative courses of action to deal with the problems they identify.
A case study analysis must not merely summarize the case. It should identify key issues and problems, outline and assess alternative courses of action, and draw appropriate conclusions. The case study analysis can be broken down into the following steps:
1. Identify the most important facts surrounding the case.
2. Identify the key issue or issues.
3. Specify alternative courses of action.
4. Evaluate each course of action.
5. Recommend the best course of action.
Let's look at what each step involves.
1. Identify the most important facts surrounding the case.
Read the case several times to become familiar with the information it contains. Pay attention to the information in any accompanying exhibits, tables, or figures. Many case scenarios, as in real life, present a great deal of detailed information. Some of these facts are more relevant than others for problem identification. One can assume the facts and figures in the case are true, but statements, judgments, or decisions made by individuals should be questioned. Underline and then list the most important facts and figures that would help you define the central problem or issue. If key facts and numbers are not available, you can make assumptions, but these assumptions should be reasonable given the situation. The "correctness" of your conclusions may depend on the assumptions you make.
2. Identify the key issue or issues.
Use the facts provided by the case to identify the key issue or issues facing the company you are studying. Many cases present multiple issues or problems. Identify the most important and separate them from more trivial issues. State the major problem or challenge facing the company. You should be able to describe the problem or challenge in one or two sentences. You should be able to explain how this problem affects the strategy or performance of the organization.
You will need to explain why the problem occurred. Does the problem or challenge facing the company comes from a changing environment, new opportunities, a declining market share, or inefficient internal or external business processes? In the ...
Framework for Case Analysis (Adapted from the original document .docxshericehewat
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I – Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not “case-based.” This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions with others in order to progress in one’s own thinking; examining the total situation rather than focusing on the most obvious or pressing elements of that situation; gaining multiple perspectives on a situation by using theory, concepts and research findings; understanding the continually evolving interrelationships among the factors in a situation; acknowledging what is not known or understood by the student analyst about a situation; explicitly assessing and acknowledging the degree of confidence the student analyst is able to have in what ...
Framework for Case Analysis (Adapted from the original document SusanaFurman449
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I – Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not “case-based.” This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions with others in order to progress in one’s own thinking; examining the total situation rather than focusing on the most obvious or pressing elements of that situation; gaining multiple perspectives on a situation by using theory, concepts and research findings; understanding the continually evolving interrelationships among the factors in a situation; acknowledging what is not known or understood by the student analyst about a situation; explicitly assessing and acknowledging the degree of confidence the student analyst is able to have in what ...
DUE DATE AND TIME: Thursday 30 August (week 7) by 5.00pm AEST
PERCENTAGE OF FINAL GRADE: 30%
MODE: Group of 2-3 students or individually
WORD LIMIT: 3000 Words
HURDLE DETAILS: N/A
Similar to Transforming Singapore’s Public Libraries .docx (20)
Exam #3 ReviewChapter 10· Balance of payment statements · .docxturveycharlyn
Exam #3 Review:
Chapter 10:
· Balance of payment statements
· Know all the components of the balance of payment statements
· Balance of international indebtedness
· Know the debit and credit transactions of the balance of payments.
· Which is debit and which one is credit
· What determine the US balance of trade
· Essay: How do we measure international investment position of the US?
· Essay: How did the US become the net debtor so quickly?
Chapter 11:
· What happened to the international merchandise transactions (trade) if the US dollar is appreciated or depreciated against other currencies?
· What depreciation is and what appreciation is?
· Know the differences between the spot market and the forward market?
· What is spot market
· What is forward market
· How do you prevent the loss and remove the risks of a foreign currency transaction?
· Essay: How do you trade on the future market?
· Essay: Differences of trading between in the future market and the forward market?
Chapter 15:
· Study Manage floating exchange rate system.
· What happens to the US dollar if the inflation of the US and inflation in a foreign country are different?
· Which exchange rate system does not require monetary reserves?
· Under the floating exchange rate system, if import and exports increase or falls, what happens to the dollar value?
· What happens to the balance of trade when the currency is appreciated or depreciated?
· Essay: difference between current pect and adjustable pect exchange rate.
Bonus question about the video that wi will finished on monday.
ECO-358: Assignment 4, Article Analysis
1. Please read the attached article several times and highlight its main points and/or arguments. If you need additional research to write your analysis of this article, please do so and cite your sources appropriately and make up a reference page at the end of your assignment to list sources (APA format is required).
2. Choose 7 concepts and/or theories from our textbook to use as guidance and foundation to analyze the article. These concepts and theories can be from any chapter of the textbook. You should choose concepts and theories that are broad/big/important enough so you can write a lot about them with information from the article. Simple definitions don’t have much to write, don’t choose them.
3. Your paper must include an article summary (very short one, just 1 paragraph), a body, and a brief conclusion. Please show me how the article contents relate to the concepts/theories you choose or vice versa. Each concept/theory has to be underlined and also has textbook page number reference on your paper. The minimum length is 5 double space pages, excluding title and reference pages.
4. Your paper has to be in APA format and style. Visit Doane College writing center, or read APA guide posted on BB for guidance on APA writing. There are many requirements on APA format. Here are some most basic and essential ones you must have on your paper: cover page,.
eworkMarket45135.0 (441)adminNew bid from Madam Cathy.docxturveycharlyn
ework
Market
45
13
5.0
(441)
admin
New bid from Madam Cathy
here is my bid
admin
TJ2021 accepted the bid and paid the down payment
Im about to post the second one
okay dear
Do you know how to do power point videos
the powerpoint document or videos?
Let me see. One min
okaydear
Prior to beginning work on this video presentation, read Fourth Amendment: Search and Seizure (Links to an external site.), The Difference Between the 5th and 6th Amendment Right to Counsel (Links to an external site.), Probable Cause and Reasonable Suspicion (Links to an external site.), Saul Ornelas and Ismael Ornelas Ledesma, Petitioners v. United States (Links to an external site.), and Pre-Trial Motions (Links to an external site.). The fourth, fifth and sixth amendments are the most important of the Bill of Rights which affect criminal law, prosecutions, and defenses in the United States. Consider the protections against unreasonable searches and seizures, the right to remain silent, the right to due process, the right to counsel, and the right to a speedy trial as the “Holy Grail” of constitutional protections for those accused of a crime. Part 1: Your PowerPoint (or equivalent) presentation: If your last name begins with the letters A through G (fourth amendment). Create a five- to eight-slide PowerPoint explaining the fourth amendment. Additionally, provide 50 to 75 words of explanations for each of your PowerPoint slides in the discussion area, just as you would present an oral presentation explaining the slides on the topics listed. In your PowerPoint slides and discussions, List the requirements of the fourth amendment. Define the key term warrant, and provide exceptions to the warrant requirement. Examine what the remedy is for a defendant when a motion granted to suppress is granted for a fourth amendment violation. In all presentations, support your observations using a minimum of two scholarly and/or credible sources either from the required readings this week or from independent research that you conduct in the University of Arizona Global Campus Library or online, and properly cite any references. Making your PowerPoint (or equivalent) Presentation You may wish to include visual enhancements in your presentation. These may include appropriate images, a consistent font, appropriate animations, and transitions from content piece-to-content piece and slide-to-slide. (Images should be cited in APA format as outlined by the University of Arizona Global Campus Writing Center’s Tables, Images, & Appendices (Links to an external site.) resource.) The Where to Get Free (and Legal) Images (Links to an external site.) guide provides assistance with accessing freely available public domain and/or Creative Commons licensed images. It is recommended that you access the University of Arizona Global Campus Writing Center’s How to Make a PowerPoint Presentation (Links to an external site.) and Simple Rules for Better PowerPoint Presentations (Links to an external site.
Evolving Technology Please respond to the following Analyze t.docxturveycharlyn
"Evolving Technology"
Please respond to the following:
Analyze the various technological improvements over the last 100 years and determine which has been the most significant for both guests and hotel owners. Explain your rationale.
Determine how evolving communications technology (i.e., cell phones and Wi-Fi) has changed guest expectations regarding communications, as well as how the lodging industry should respond.
WRITE MINUMUM 4 SENTENCES FOR EACH PARAPGRAPH. PROVIDE ORGINAL WORK. WRITE THEM ON YOUR OWN WORDS. GONNA USE TURNITIN TO CHECK PLAGARISIM. TYPE EACH QUESTION BEFORE ANSWER THEM.
.
Evolving Health Care Environment and Political ActivismRead and .docxturveycharlyn
Evolving Health Care Environment and Political Activism
Read and watch the lecture resources & materials below early in the week to help you respond to the discussion questions and to complete your assignment(s).
(Note: The citations below are provided for your research convenience. Students should always cross reference the current APA guide for correct styling of citations and references in their academic work.)
Read
Black, B. P. (2017). Chapter 14 and 15
Online Materials & Resources
Lucas, A. & Ward, C. W. (2016). Using social media to increase engagement in nursing organizations. Nursing, 46(6), 47-49.
Johnson, J. E. & Billingsley, M. (2014). Convergence: How nursing unions and Magnet are advancing nursing. Nursing Forum, 49(4), 225-232
Berg, J. G. & Dickow, M. (2014). Nurse role exploration project: The Affordable Care Act and new nursing roles. Nurse Leader, 12(5), 40-44
Vincent, D. & Reed, P. G. (2014). Affordable Care Act: Overview and implications for advancing nursing. Nursing Science Quarterly, 27(4), 254-259.
QUESTION
What are your thoughts about the debate regarding whether health care is a right or a privilege? How has the changing health care environment impacted your practice?
Submission Instructions:
Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.
Your assignment will be graded according to the grading rubric.
.
Evolving Families PresentationPrepare a PowerPoint presentatio.docxturveycharlyn
Evolving Families Presentation
Prepare a PowerPoint presentation to explore how families have changed over time. Be sure to include the contributors to the various changes. The presentation should consist of at least eight (not to exceed 10) slides as described below:
Slide 1: Introduction
Slide 2: A
narrative
discussing
how the family has changed
over time? Explicitly note what changes have occurred.
Slide 3:
Visual depictions
of what the
"typical" family used to look like
. You are welcomed to use a range of media resources.
Slide 4:
Visual depictions
of what the
"typical" family looks like now
. (i.e., how do you perceive or define the typical family, how does society perceive or define the typical family, etc.) You are welcomed to use a range of media resources.
Slide 5: A
narrative
discussing and analyzing the
individual factors
that have contributed to the changing family. (See your textbook. You may use external resources as well.)
Slide 6: A
narrative
discussing and analyzing the
systemic or structural factors
that have contributed to the changing family over time. (See your textbook. You may use external resources as well.)
Slide 7:
Conclusions
Slide 8:
Citations/Resources
.
EvolutionLets keep this discussion scientific! I do not want .docxturveycharlyn
"Evolution"
Let's keep this discussion scientific! I do not want to have a debate about anyone's religious views on this topic.
Please respond to one of the following discussion topics with a primary post of at least 125 words. Additionally, please make a substantive reply to a fellow student.
•
(1) Read the
article
by Marris (2014) on “How a few species are hacking climate change”. Based on this article, explain the difference between “phenotypic plasticity” and “genetic evolution”. When species change over time, how can we tell the difference between these two mechanisms?
.
Evolutionary Theory ApproachDiscuss your understanding of .docxturveycharlyn
Evolutionary Theory Approach
Discuss your understanding of the theory of evolution. Explain how the concept of natural selection might be applied to the development of personality
Genetic/biological Approach
Develop two goals for a client with ADHD using the genetic and biological theories of personality development. Explain how these goals utilize the genetic and/or biological theories.
Explain how Eysenck’s approach compares with the other theories related to genetic and biological aspects of personality development. What are the benefits of each of these theories?
.
Evolution or change over time occurs through the processes of natura.docxturveycharlyn
Evolution or change over time occurs through the processes of natural and sexual selection. In response to problems in our environment, we adapt both physically and psychologically to ensure our survival and reproduction. Sexual selection theory describes how evolution has shaped us to provide a mating advantage rather than just a survival advantage and occurs through two distinct pathways: intrasexual competition and intersexual selection. Gene selection theory, the modern explanation behind evolutionary biology, occurs through the desire for gene replication. Evolutionary psychology connects evolutionary principles with modern psychology and focuses primarily on psychological adaptations: changes in the way we think in order to improve our survival. Two major evolutionary psychological theories are described: Sexual strategies theory describes the psychology of human mating strategies and the ways in which women and men differ in those strategies. Error management theory describes the evolution of biases in the way we think about everything. Learning Objectives • Learn what “evolution” means. • Define the primary mechanisms by which evolution takes place. • Identify the two major classes of adaptations. • Define sexual selection and its two primary processes. • Define gene selection theory. • Understand psychological adaptations. • Identify the core premises of sexual strategies theory. • Identify the core premises of error management theory, and provide two empirical examples of adaptive cognitive biases. Introduction If you have ever been on a first date, you’re probably familiar with the anxiety of trying to figure out what clothes to wear or what perfume or cologne to put on. In fact, you may even consider flossing your teeth for the first time all year. When considering why you put in all this work, you probably recognize that you’re doing it to impress the other person. But how did you learn these particular behaviors? Where did you get the idea that a first date should be at a nice restaurant or someplace unique? It is possible that we have been taught these behaviors by observing others. It is also possible, however, that these behaviors— the fancy clothes, the expensive restaurant —are biologically programmed into us. That is, just as peacocks display their feathers to show how attractive they are, or some lizards do push-ups to show how strong they are, when we style our hair or bring a gift to a date, we’re trying to communicate to the other person: “Hey, I’m a good mate! Choose me! Choose me!" However, we all know that our ancestors hundreds of thousands of years ago weren’t driving sports cars or wearing designer clothes to attract mates. So how could someone ever say that such behaviors are “biologically programmed” into us? Well, even though our ancestors might not have been doing these specific actions, these behaviors are the result of the same driving force: the powerful influence of evolution. Yes, evolution—certain trait.
Evolution, Religion, and Intelligent DesignMany people mistakenl.docxturveycharlyn
Evolution, Religion, and Intelligent Design
Many people mistakenly believe that a belief in evolution precludes a belief in God or intelligent design; in other words, some people falsely think that one must be an atheist or agnostic to believe in evolution and the Big Bang. The Catholic Church is one example of a religious institution that has long held the view that evolution and the Big Bang explain ‘how we got here.’ Read the below article from the
Catholic Herald
, and then answer the following questions: Why do you think so many people are mistaken about the ability to believe in God as well as evolution and the Big Bang? Do you find anything problematic about combining religious and scientific explanations of the universe? Explain.
NB: In this discussion, students often misuse the word ‘theory’, saying things such as “the Big Bang/evolution are ‘just’ theories.” But to say this is a misuse of the word 'theory' as it applies to scientific theory. Many people misunderstand the word as it is used in the realm of science, thinking it to mean a guess, a hypothetical, untested idea. However, in science, 'theory' means something different. Please read the article below:
"Just a Theory": 7 Misused Science Words - Scientific American
Article from the
Catholic Herald
By Patrick Cusworth October 31, 2014
Pope Francis's comments on the Big Bang are not revolutionary. Catholic teaching has long professed the likelihood of human evolution
Perhaps it was inevitable that Pope Francis’ comments on the Church’s position on scientific theories such as the Big Bang and evolution would cause a stir. In his address to the Pontifical Academy of Sciences, the Pope cautioned against the image of God the creator as “a magician, with a magic wand”, arguing that belief in both theories around the beginnings of the universe and the birth of humankind are consistent with the Catholic faith.
“The Big Bang, which is today posited as the origin of the world, does not contradict the divine act of creation; rather, it requires it”, he stated. Similarly, he argued, “evolution of nature is not inconsistent with the notion of creation because evolution pre-supposes the creation of beings which evolve.”
Yet despite further murmurings that Pope Francis was beginning (yet another) revolution in Catholic doctrine, it must be pointed out – the Pope’s declaration on either theory has not broken with established Catholic belief in the slightest.
The Big Bang theory, originally hypothesised in 1927 by Jesuit priest and physicist Georges Lemaître, is based on the central proposition that the universe is continually expanding. As a preposition, the universe was originally contained within a single point, in a highly intense state of heat and density. As the universe began to expand it cooled, allowing the formation of subatomic particles, which began a series of physical cosmological processes, which led eventually to the known universe. While this has become the most co.
Evolution and Its ProcessesFigure 1 Diversity of Life on Eart.docxturveycharlyn
Evolution and Its Processes
Figure 1: Diversity of Life on Earth
The diversity of life on Earth is the result of evolution, a continuous process that is still occurring.
“wolf”: modification of work by Gary Kramer, USFWS; “coral”: modification of work by William Harrigan, NOAA; “river”: modification of work by Vojtěch Dostál; “protozoa”: modification of work by Sharon Franklin, Stephen Ausmus, USDA ARS; “fish” modification of work by Christian Mehlführer; “mushroom”, “bee”: modification of work by Cory Zanker; “tree”: modification of work by Joseph Kranak
Chapter Outline
1. Discovering How Populations Change
2. Mechanisms of Evolution
3. Evidence of Evolution
4. Speciation
5. Common Misconceptions about Evolution
Introduction
All species of living organisms—from the bacteria on our skin, to the trees in our yards, to the birds outside—evolved at some point from a different species. Although it may seem that living things today stay much the same from generation to generation, that is not the case: evolution is ongoing. Evolution is the process through which the characteristics of species change and through which new species arise.
The theory of evolution is the unifying theory of biology, meaning it is the framework within which biologists ask questions about the living world. Its power is that it provides direction for predictions about living things that are borne out in experiment after experiment. The Ukrainian-born American geneticist Theodosius Dobzhansky famously wrote that "nothing makes sense in biology except in the light of evolution" (Dobzhansky 1964, 449). He meant that the principle that all life has evolved and diversified from a common ancestor is the foundation from which we understand all other questions in biology. This chapter will explain some of the mechanisms for evolutionary change and the kinds of questions that biologists can and have answered using evolutionary theory.
Discovering How Populations Change
By the end of this section, you will bbe able to:
· Explain how Darwin’s theory of evolution differed from the current view at the time.
· Describe how the present-day theory of evolution was developed.
· Describe how population genetics is used to study the evolution of populations
The theory of evolution by natural selection describes a mechanism for species change over time. That species change had been suggested and debated well before Darwin. The view that species were static and unchanging was grounded in the writings of Plato, yet there were also ancient Greeks that expressed evolutionary ideas.
In the eighteenth century, ideas about the evolution of animals were reintroduced by the naturalist Georges-Louis Leclerc, Comte de Buffon and even by Charles Darwin’s grandfather, Erasmus Darwin. During this time, it was also accepted that there were extinct species. At the same time, James Hutton, the Scottish naturalist, proposed that geological change occurred gradually by the accumulation of small changes from pr.
Evolution in Animals and Population of HumansHumans belong t.docxturveycharlyn
"Evolution in Animals and Population of Humans"
Humans belong to the genus Homo and chimpanzees to the genus Pan, yet studies of primate genes show that chimpanzees and humans are more closely related to one another than each is to any other animals. In light of this result, some researchers suggest that chimpanzees should be renamed as members of the genus Homo. Discuss at least three (3) practical, scientific, and / or ethical issues that might be raised by such a change in naming.
.
Evolution of Seoul City in South KoreaHow the City changed s.docxturveycharlyn
Evolution of Seoul City in South Korea
How the City changed since it was first created. Describe the changes over time up to the present day.
Note
: Insert Citations at the final slide
include pictures of city (not the people in the city)
and you should have enough information ( only takes about the city, Don't talk about the people)!!!!
6 slides
.
evise your own definition of homegrown terrorism. Then using t.docxturveycharlyn
evise your own definition of homegrown terrorism. Then using the e-Activity, provide one example of what you believe to be a specific homegrown terrorist attack that occurred in the United States. Provide a rationale for your response.
There are many agencies, including private security, directly involved in defending against homegrown terrorism that are not part of the Department of Homeland Security (DHS). Examine at least three agencies that are not part of the DHS but play a direct role in homeland security. Hypothesize the key reasons why you believe these three agencies are not part of the DHS. Justify your response.
.
eview the Paraphrasing tutorial here (Links to an external sit.docxturveycharlyn
eview the Paraphrasing tutorial
here (Links to an external site.)
. There's also a helpful video
here (Links to an external site.)
.
Directions
: Paraphrase the quote below by putting into your own words
"I am most willing to answer all questions about myself. I have nothing to hide from your committee and there is nothing in my life of which I am ashamed. I have been advised by counsel that under the fifth amendment I have a constitutional privilege to decline to answer any questions about my political opinions, activities, and associations, on the grounds of self-incrimination. I do not wish to claim this privilege. I am ready and willing to testify before the representatives of our Government as to my own opinions and my own actions, regardless of any risks or consequences to myself."
Excerpt from Lillian Hellman,
Letter to HUAC (Links to an external site.)
, May 19, 1952.
you need to put this in your own words. So, take it out of the quote. Don't forget to cite!
Type your answer into the text box below.
.
Evidenced-Based Practice- Sample Selection and Application .docxturveycharlyn
Evidenced-Based Practice- Sample Selection and Application
Description: Professional nursing practice is grounded in the translation of current evidence
into practice.
Course Competencies: 1) Examine the relationships among theory, practice, and research. 2)
Interpret research findings using the elements of the research process. 5) Evaluate data from
relevant sources, including technology, to inform the delivery of care to culturally and
ethnically diverse populations. 6) Collaborate with health team members to collect, interpret,
synthesize and disseminate evidence to improve patient outcomes in complex health care
environments.
QSEN Competency: 3) Evidence-Based Practice
BSN Essential III
Area Gold
Mastery
Silver
Proficient
Bronze
Acceptable
Acceptable
Mastery not
Demonstrated
Fully detail how
the research
process is
sampling
dependent.
Describes
neighborhoods
that reflect the
best fit for 1-
Geriatrics 2-
South East Asians
3- Poverty 4-
Pediatrics
Fully details how
the research
process is
sampling
dependent.
Describes
neighborhoods
that reflect the
best fit for 1-
Geriatrics 2-
South East Asians
3- Poverty 4-
Pediatrics
Describes how
research and
sampling affect
generalizability of
findings but does
not identify
specific
populations in
Sentinel City®
Superficially
describes
sampling but does
not connect to
generalizability of
research findings
to practice
Identifies
populations of
interest but does
not relate to
research
applicability
Fully detail, with
specific
example(s), inter-
professional
evidence-based
practice guidelines
and states
outcomes specific
to one area of
choosing 1-
Geriatrics 2-
South East Asians
3- Poverty 4-
Pediatrics
Fully details, with
specific
example(s), inter-
professional
evidence-based
practice guidelines
and states
outcomes specific
to one area of
choosing 1-
Geriatrics 2-
South East Asians
3- Poverty 4-
Pediatrics
Describes, with
specific
example(s) inter
professional
evidence-based
practice guidelines
but does not
develop outcomes
specific to a
population
Superficially
describes with
what evidence-
based practice
guidelines are
available but does
not address
interprofessional
nature or
outcomes
Provides
suggestions to
improve care for
population but
provides no
research/evidence
to support
APA, Grammar,
Spelling, and
Punctuation
No errors in APA,
Spelling, and
Punctuation.
One to three errors
in APA, Spelling,
and Punctuation.
Four to six errors
in APA, Spelling,
and Punctuation.
Seven or more
errors in APA,
Spelling, and
Punctuation.
References Provides two or
more references.
Provides two
references.
Provides one
references.
Provides no
references.
Include a PICO
model that clearly
labels specific
.
Evidenced-Based Practice- Evaluating a Quantitative Research S.docxturveycharlyn
Evidenced-Based Practice- Evaluating a Quantitative Research Study
Description: The baccalaureate graduate nurse will demonstrate an understanding of the basic
elements of the research process and models for applying evidence to clinical practice.
Course Competencies: 1) Examine the relationships among theory, practice, and research. 2)
Interpret research findings using the elements of the research process. 3) Differentiate between
ethical and legal precepts that guide research conduct and protect human subjects. 4) Integrate
reliable evidence from multiple ways of knowing, to inform practice and make clinical
judgments. 5) Evaluate data from relevant sources, including technology, to inform the delivery
of care to culturally and ethnically diverse populations. 6) Collaborate with health team
members to collect, interpret, synthesize and disseminate evidence to improve patient outcomes
in complex health care environments.
QSEN Competency: 3) Evidence-Based Practice
BSN Essential III
Area Gold
Mastery
Silver
Proficient
Bronze
Acceptable
Acceptable
Mastery not
Demonstrated
Evaluates
research design
of study using all
of the
components of
the evaluation
checklists in
Houser 2018, p.
345
Evaluates
research design
of study using all
of the
components of
the evaluation
checklists in
Houser 2018, p.
345
Evaluates
research design
of study using
(75%)
components of
the evaluation
checklists in
Houser (2018).
Evaluates
research design
of study using
some (50% or
less) components
of the evaluation
checklists in
Houser (2018).
Does not address
section
Evaluates
methods/procedu
re, and results of
the study using
all of the
components of
the evaluation
checklist in
Houser 2018,
p.377
Evaluates
methods/procedu
re, and results of
the study using
all of the
components of
the evaluation
checklist in
Houser 2018,
p.377
Evaluates
methods/procedu
res and results of
the study using
(75%)
components of
the evaluation
checklists in
Houser (2018).
Evaluates
methods/procedu
res and results of
the study using
some (50% or
less) components
of the evaluation
checklists in
Houser (2018).
Does not address
section
Discusses the
importance of
research, how the
study contributes
to EBP and
applicability of
the specific study
to clinical
practice
Discusses the
importance of
research, how the
study contributes
to EBP and
applicability of
the specific study
to clinical
practice
Discusses the
importance of
research and how
the study may
contribute to
EBP in general
but not how the
specific study
contributes to
current clinical
practice.
Provides simple
definitions of
research and
evidence but
does not delve
into the
relationship
among research,
evidence-based
practice and
Does not address
section
impr.
eview the Captain Edith Strong case study in Ch. 6 of Organi.docxturveycharlyn
eview
the Captain Edith Strong case study in Ch. 6 of
Organizational Behavior and Management in Law Enforcement
.
Answer
the questions in column one.
This is not an opinion paper, SO DO NOT USE FIRST OR SECOND PERSON;
your answers should be supported with the textbook readings and outside research; you need a minimum of two references and citations.
Format
your references consistent with APA guidelines.
.
Evidenced based practice In this writing, locate an article pert.docxturveycharlyn
Evidenced based practice
In this writing, locate an article pertaining to the topic below. Choose your article wisely, because you will be incorporating the article into all three of your writing assignments this session. In this writing, please discuss how this (one) article will be beneficial to your assigned topic. (The article should be a research conducted in United states.) Also state what you will be focusing on.
Topic: Preventing Healthcare Associated Infections.
This should be a page. Do not use direct quotes, but paraphrase. Also, cite the article you chose in APA 6th edition format.
Research Design: Observational
and Correlational Studies
Video Title: Research Design: Observational and Correlational Studies
Originally Published: 2011
Publishing Company: SAGE Publications, Inc
City: Thousand Oaks, USA
ISBN: 9781483397108
DOI: https://dx.doi.org/10.4135/9781483397108
(c) SAGE Publications, Inc., 2011
This PDF has been generated from SAGE Research Methods.
https://dx.doi.org/10.4135/9781483397108
NARRATOR: Research Design-- Observational and Correlational Studies. Since the moment you
were born, you've been exploring the world around you. In a sense, you've been conducting research.
You've noticed the ways people interact with each other, the relative sizes of objects,
NARRATOR [continued]: and how the colors of nature change with the seasons. Each of us is an
amateur researcher, observing, analyzing, and drawing conclusions about everything we see. In order
to conduct a more formal study whose conclusions you can share with others, you need to apply
scientific methods to your research.
NARRATOR [continued]: Knowing about scientific research methods will also help you understand,
interpret, and be more analytical in your thinking about studies you read about in textbooks, journals,
newspapers, or online. To make sure your research is as strong as possible, let's talk about designing
your study and interpreting your results.
NARRATOR [continued]: Specifically, we'll focus on some overarching types of research studies,
when to use an observational design, along with some advantages and disadvantages, two different
types of observational design, those that you conduct in the field and those that you conduct in a
laboratory,
NARRATOR [continued]: analyzing data from an observational study, including some statistical
methods, when to use a correlational design, along with some advantages and disadvantages, how
to design and implement one, and analyzing data from a correlational study.
NARRATOR [continued]: Before we begin to explore research designs, it is important to understand
the terms "variable" and "construct." These terms are used interchangeably and are found throughout
scientific literature.
NICOLE CAIN: A "construct," which can also be called a "variable," is a topic of interest that varies
from person to person. Some examples of constructs that researchers .
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Overview on Edible Vaccine: Pros & Cons with Mechanism
Transforming Singapore’s Public Libraries .docx
1. Transforming Singapore’s Public Libraries
Case Questions
· Why did Singapore decide to change its libraries? How
significant was the change, and how would you characterize it
from a strategic perspective? What is the equivalent to this
change for a typical for-profit company?
· Who was the Singapore library system’s “customer”? What
was the “product”?
· How did the type of service delivered and the service levels
change?
· What important elements of the library system didn’t change?
Why? Was this a failure in change management or was it
intentional?
· What were the key components of the change effort? Why
were they important? Do they relate to one another?
· Was the order in which things happened important? Why or
why not?
· Reengineering often fails. Did this reengineering succeed? If
so/if not, why?
Week ________________ Name:
________________________________________
Weekly CMA Study Session
(Attendance of live or recorded session each week is mandatory
- weeks 1-5)
Based on the Live Classroom study session this week, answer
the following questions in depth. (20 points)
1. What information did you find to be the most beneficial
information during this presentation?
2. 1. As you participated in the session, what area(s) did you find
most confusing and need to focus more on to ensure success
with the CMA Exam?
3. What additional resources are you using to assist in
preparing you for the CMA Exam? Provide specific
resources.
Created December 2014
A Guide to Case Analysis
3. I keep six honest serving men (They taught me all I knew);
Their names are What and Why and When; And How and Where
and Who.
Rudyard Kipling
(
I
)n most courses in strategic management, students use cases
about actual companies to practice strategic analysis and to gain
some experience in the tasks of crafting and implementing
strategy. A case sets forth, in a factual manner, the events and
organizational circumstances surrounding a particular
managerial situation. It puts
readers at the scene of the action and familiarizes them with all
the relevant circumstances. A case on strategic management can
concern a whole industry, a single organization, or some part of
an organization; the organization involved can be either profit
seeking or not-for-profit. The essence of the student’s role in
case analysis is to diagnose and size up the situation described
in the case and then to recommend appropriate action steps.
Why Use Cases to Practice Strategic Management?
(
4
) (
STRATEGY:
Core
Concepts
4. and
Analytical
Approaches
)
(
5
) (
A
Guide
to
Case
Analysis
)
A student of business with tact Absorbed many answers he
lacked. But acquiring a job,
He said with a sob,
“How does one fit answer to fact?”
The foregoing limerick was used some years ago by Professor
Charles Gragg to characterize the plight of business students
who had no exposure to cases.1 The facts are that the mere act
of listening to lectures and sound advice about managing does
little for anyone’s management skills and that the accumulated
managerial wisdom cannot effectively be passed on by lectures
and assigned readings alone. If anything had been learned about
the practice of management,
it is that a storehouse of ready-made textbook answers does not
5. exist. Each managerial situation has unique aspects, requiring
its own diagnosis, judgment, and tailor-made actions. Cases
provide would-be managers with a valuable way to practice
wrestling with the actual problems of actual managers in actual
companies.
The case approach to strategic analysis is, first and foremost, an
exercise in learning by doing. Because cases provide you with
detailed information about conditions and problems of different
industries and companies, your task of analyzing company after
company and situation after situation has the twin benefit of
boosting your analytical skills and exposing you to the ways
companies and managers actually do things. Most college
students have limited managerial backgrounds and only
fragmented knowledge about companies and real-life strategic
situations. Cases help substitute for on-the-job experience by
(1) giving you broader exposure to a variety of industries,
organizations, and strategic problems; (2) forcing you to assume
a managerial role (as opposed to that of just an onlooker); (3)
providing a test of how to apply the tools and techniques of
strategic management; and
(4) asking you to come up with pragmatic managerial action
plans to deal with the issues at hand.
Objectives of Case Analysis
Using cases to learn about the practice of strategic management
is a powerful way for you to accomplish five things:2
1. Increase your understanding of what managers should and
should not do in guiding a business to success.
2. Build your skills in sizing up company resource strengths
and weaknesses and in conducting strategic analysis in a variety
of industries and competitive situations.
3. Get valuable practice in identifying strategic issues that need
to be addressed, evaluating strategic alternatives, and
6. formulating workable plans of action.
4. Enhance your sense of business judgment, as opposed to
uncritically accepting the authoritative crutch of the professor
or “back-of-the-book” answers.
5. Gaining in-depth exposure to different industries and
companies, thereby acquiring something close to actual business
experience.
If you understand that these are the objectives of case analysis,
you are less likely to be consumed with curiosity about “the
answer to the case.” Students who have grown comfortable with
and accustomed to textbook statements of fact and definitive
lecture notes are often frustrated when discussions about a case
do not produce concrete answers. Usually, case discussions
produce good arguments for more than one course of action.
Differences of opinion nearly always exist. Thus, should a class
discussion conclude without a strong, unambiguous consensus
on what do to, don’t grumble too much when you are not told
what the answer is or what the company actually did. Just
remember that in the business world answers don’t come in
conclusive black-and-white terms. There are nearly always
several feasible courses of action and approaches, each of which
may work out satisfactorily. Moreover, in the business world,
when one elects a particular course of action, there is no
peeking at the back of a book to see if you have chosen the best
thing to do and no one to turn to for a provably correct answer.
The best test of whether management action is “right’ or
“wrong” is results. If the results of an action turn out to be
“good,” the decision to take it may be presumed “right.” If not,
then the action chosen was “wrong” in the sense that it didn’t
work out
Hence, the important thing for you to understand about
7. analyzing cases is that the managerial exercise of identifying,
diagnosing, and recommending is aimed at building your skills
of business judgment. Discovering what the company actually
did is no more than frosting on the cake—the actions that
company managers actually took may or may not be “right” or
best (unless there is accompanying evidence that the results of
their actions were highly positive.
The point is this: The purpose of giving you a case assignment
is not to cause you to run to the library or surf the Internet to
discover what the company actually did but, rather, to enhance
your skills in sizing up situations and developing your
managerial judgment about what needs to be done and how to
do it. The aim of case analysis is for you to become actively
engaged in diagnosing the business issues and managerial
problems posed in the case, to propose workable solutions, and
to explain and defend your assessments—this is how cases
provide you with meaningful practice at being a manager.
Preparing a Case for Class Discussion
If this is your first experience with the case method, you may
have to reorient your study habits. Unlike lecture courses where
you can get by without preparing intensively for each class and
where you have latitude to work assigned readings and reviews
of lecture notes into your schedule, a case assignment requires
conscientious preparation before class. You will not get much
out of hearing the class discuss a case you haven’t read, and you
certainly won’t be able to contribute anything yourself to the
discussion. What you have got to do to get ready for class
discussion of a case is to study the case, reflect carefully on the
situation presented, and develop some reasoned thoughts. Your
goal in preparing the case should be to end up with what you
think is a sound, well-supported analysis of the situation and a
sound, defensible set of recommendations about which
managerial actions need to be taken.
8. To prepare a case for class discussion, we suggest the following
approach:
1. Skim the case rather quickly to get an overview of the
situation it presents. This quick overview should give you the
general flavor of the situation and indicate the kinds of issues
and problems that you will need to wrestle with. If your
instructor has provided you with study questions for the case,
now is the time to read them carefully.
2. Read the case thoroughly to digest the facts and
circumstances. On this reading, try to gain full command of the
situation presented in the case. Begin to develop some tentative
answers to the study questions your instructor has provided. If
your instructor has elected not to give you assignment
questions, then start forming your own picture of the overall
situation being described.
3. Carefully review all the information presented in the
exhibits. Often, there is an important story in the numbers
contained in the exhibits. Expect the information in the case
exhibits to be crucial enough to materially affect your diagnosis
of the situation.
4. Decide what the strategic issues are. Until you have
identified the strategic issues and problems in the case, you
don’t know what to analyze, which tools and analytical
techniques are called for, or otherwise how to proceed. At times
the strategic issues are clear—either being stated in the case or
else obvious from reading the case. At other times you will have
to dig them out from all the information given; if so, the study
questions will guide you.
5. Start your analysis of the issues with some number
crunching. A big majority of strategy cases call for some kind
9. of number crunching—calculating assorted financial ratios to
check out the company’s financial condition and recent
performance, calculating growth rates of sales or profits or unit
volume, checking out profit margins and the makeup of the cost
structure, and understanding whatever revenue-cost-profit
relationships are present. See Table 1 for a summary of key
financial ratios, how they are calculated, and what they show.
6. Apply the concepts and techniques of strategic analysis you
have been studying. Strategic analysis is not just a collection of
opinions; rather, it entails applying the concepts and analytical
tools described in Chapters 1 through 13 to cut beneath the
surface and produce sharp insight and understanding. Every
case assigned is strategy related and presents you with an
opportunity to usefully apply what you have learned. Your
instructor is looking for you to demonstrate that you know how
and when to use the material presented in the text chapters.
7. Check out conflicting opinions and make some judgments
about the validity of all the data and information provided.
Many times cases report views and contradictory opinions (after
all, people don’t always agree on things, and different people
see the same things in different ways). Forcing you to evaluate
the data and information presented in the case helps you
develop your powers of inference and judgment. Asking you to
resolve conflicting information “comes with the territory”
because a great many managerial situations entail opposing
points of view, conflicting trends, and sketchy information.
8. Support your diagnosis and opinions with reasons and
evidence. The most important things to prepare for are your
answers to the question “Why?” For instance, if after studying
the case you are of the opinion that the company’s managers are
doing a poor job, then it is your answer to “Why?” that
establishes just how good your analysis of the situation is. If
your instructor has provided you with specific study questions
10. for the case, by all means prepare answers that include all the
reasons and number-crunching evidence you can muster to
support your diagnosis. If you are using study questions
provided by the instructor, generate at least two pages of notes!
9. Develop an appropriate action plan and set of
recommendations. Diagnosis divorced from corrective action is
sterile. The test of a manager is always to convert sound
analysis into sound actions—actions that will produce the
desired results. Hence, the final and most telling step in
preparing a case is to develop an action agenda for management
that lays out a set of specific recommendations on what to do.
Bear in mind that proposing realistic, workable solutions is far
preferable to casually tossing out off-the-top-of-your-head
suggestions. Be prepared to argue why your recommendations
are more attractive than other courses of action that are open.
Table 1 Key Financial Ratios: How to Calculate Them and
What They Mean
Ratio
How Calculated
What It Shows
Profitability ratios
1. Gross profit margin
Sales revenues – Cost of goods sold Sales revenues
Shows the percentage of revenues available to cover operating
expenses and yield a profit. Higher is better and the trend
should be upward.
2. Operating profit margin (or return on sales)
Sales revenues – Operating expenses Sales
or Operating income Sales revenues
Shows the profitability of current operations without regard to
interest charges and income taxes. Higher is better and the trend
should be upward.
11. 3. Net profit margin (or net return on sales)
Profits after taxes Sales revenues
Shows after tax profits per dollar of sales. Higher is better and
the trend should be upward.
4. Return on total assets
Profits after taxes + interest Total assets
A measure of the return on total assets earned by both lenders
and stockholders. Interest is added to after
tax profits to form the numerator since total assets are financed
by the lenders of borrowed funds as well as by stockholders.
Higher is better, and the trend should be upward.
5. Net return on total assets
Profits after taxes Total assets
A measure of the return earned by stockholders on the firm’s
total assets. Higher is better, and the trend should be upward.
6. Return on invested capital (ROIC)
Profits after taxes Long term debt + Total stockholders’
equity
Shows the return that both stockholders and the providers of
long-term loans are earning on the capital that has been invested
in the company. A higher ROIC reflects greater bottom-line
effectiveness in the use of long-term capital, and the trend in
ROIC should be upward.
7. Return on stockholders’ equity (ROE)
Profits after taxes Total stockholders’ equity
Shows the return stockholders are earning on their investment in
the enterprise. A return in the 12% to 15% range is “average,”
and the trend should be upward.
8. Earnings per share (EPS)
Profits after taxes Number of shares of common stock
outstanding
Shows the earnings for each share of common stock
outstanding. The trend in EPS should be upward, and the bigger
the annual percentage gains, the better.
Liquidity Ratios
1. Current ratio
12. Current assets Current liabilities
Shows a firm’s ability to pay current liabilities using assets that
can be converted to cash in the near term. Ratio should
definitely be higher than 1.0; ratios of 2 or higher are better
still.
2. Working capital
Current assets – Current liabilities
Bigger amounts are better because the company has more
internal funds available to (1) pay its current liabilities on a
timely basis and (2) finance inventory expansion, additional
accounts receivable, and a larger base of operations without
resorting to borrowing or raising more equity capital.
Leverage Ratios
1. Total debt-to-assets ratio
Total debt Total assets
Measures the extent to which borrowed funds (both short-term
loans and long-term debt) have been used to finance the firm’s
operations. A low fraction or ratio is better—a high fraction
indicates overuse of debt and greater risk of bankruptcy.
continued
6 STRATEGY: Core Concepts and Analytical Approaches
Table 1 continued
Ratio
How Calculated
What It Shows
Leverage Ratios continued
2. Long-term debt-to-capital ratio
Long-term debt Long-term debt +
total stockholders’ equity
An important measure of creditworthiness and balance sheet
strength. It indicates the percentage of capital investment in the
enterprise that has been financed by both long-term lenders and
stockholders. A ratio below
0.25 is usually preferable since monies invested by stockholders
13. account for 75% or more of the company’s total capital. The
lower the ratio, the greater the capacity to borrow additional
funds. A debt-to capital ratio above
0.50 and certainly above 0.75 indicates a heavy and perhaps
excessive reliance on long-term borrowing, lower
creditworthiness, and weak balance sheet strength.
3. Debt-to-equity ratio
Total debt
Total stockholders’ equity
Shows the balance between debt (funds borrowed both short-
term and long-term) and the amount that stockholders have
invested in the enterprise. A low ratio indicates greater
capacity to borrow additional funds if needed.
4. Times-interest-earned (or coverage) ratio
Operating income Interest expenses
Measures the ability to pay annual interest charges. Lenders
usually insist on a minimum ratio of 2.0, but ratios above 3.0
signal better creditworthiness.
Activity Ratios
1. Days of inventory
Inventory
Cost of goods sold ÷ 365
Measures inventory management efficiency. Fewer days of
inventory are usually better.
2. Inventory turnover
Cost of goods sold Inventory
Measures the number of inventory turns per year. Higher is
better.
3. Average collection period
Accounts receivable Total sales revenues ÷ 365
or Accounts receivable Average daily sales
Indicates the average length of time the firm must wait after
making a sale to receive cash payment. A shorter collection
time is better.
Other Important Measures of Financial Performance
1. Dividend yield on common stock
14. Annual dividends per share Current market price per share
A measure of the return that shareholders receive in the form of
dividends. A “typical” dividend yield is 2-3%.
The dividend yield for fast-growth companies is often below 1%
(maybe even 0); the dividend yield for slow- growth companies
can run 4-5%.
2. Price-earnings ratio
Current market price per share Earnings per share
P-e ratios above 20 indicate strong investor confidence in a
firm’s outlook and earnings growth; firms whose future earnings
are at risk or likely to grow slowly typically have ratios below
12.
3. Dividend payout ratio
Annual dividends per share Earnings per share
Indicates the percentage of after-tax profits paid out as
dividends.
4. Internal cash flow
After tax profits + Depreciation
A quick and rough estimate of the cash a company’s business is
generating after payment of operating expenses, interest, and
taxes. Such amounts can be used for dividend payments or
funding capital expenditures.
5. Free cash flow
After tax profits + Depreciation – Capital Expenditures –
Dividends
A quick and rough estimate of the cash a company’s business is
generating after payment of operating expenses, interest, taxes,
dividends, and desirable reinvestments in the business. The
larger a company’s free cash flow, the greater is its ability to
internally fund new strategic initiatives, repay debt, make new
acquisitions, repurchase shares of stock, or increase dividend
payments.
As long as you are conscientious in preparing your analysis and
15. recommendations, and have ample reasons, evidence, and
arguments to support your views, you shouldn’t fret unduly
about whether what you’ve prepared is “the right answer” to the
case. In case analysis there is rarely just one right approach or
set of recommendations. Managing companies and crafting and
executing strategies are not such exact sciences that there exists
a single provably correct analysis and action plan for each
strategic situation. Of course, some analyses and action plans
are better than others; but, in truth, there’s nearly always more
than one good way to analyze a situation and more than one
good plan of action.
Participating in Class Discussion of a Case
Classroom discussions of cases are sharply different from
attending a lecture class. In a case class students do most of the
talking. The instructor’s role is to solicit student participation,
keep the discussion on track, ask “Why?” often, offer
alternative views, play the devil’s advocate (if no students jump
in to offer opposing views), and otherwise lead the discussion.
The students in the class carry the burden for analyzing the
situation and for being prepared to present and defend their
diagnoses and recommendations. Expect a classroom
environment, therefore, that calls for your size-up of the
situation, your analysis, what actions you would take, and why
you would take them. Do not be dismayed if, as the class
discussion unfolds, some insightful things are said by your
fellow classmates that you did not think of. It is normal for
views and analyses to differ and for the comments of others in
the class to expand your own thinking about the case. As the old
adage goes, “Two heads are better than one.” So it is to be
expected that the class as a whole will do a more penetrating
and searching job of case analysis than will any one person
working alone. This is the power of group effort, and its virtues
are that it will help you see more analytical applications, let you
test your analyses and judgments against those of your peers,
and force you to wrestle with differences of opinion and
16. approaches.
To orient you to the classroom environment on the days a case
discussion is scheduled, we compiled the following list of
things to expect
1. Expect the instructor to assume the role of extensive
questioner and listener.
2. Expect students to do most of the talking. The case method
enlists a maximum of individual participation in class
discussion. It is not enough to be present as a silent observer; if
every student took this approach, there would be no discussion.
(Thus, expect a portion of your grade to be based on your
participation in case discussions.)
3. Be prepared for the instructor to probe for reasons and
supporting analysis.
4. Expect and tolerate challenges to the views expressed. All
students have to be willing to submit their conclusions for
scrutiny and rebuttal. Each student needs to learn to state his or
her views without fear of disapproval and to overcome the
hesitation of speaking out. Learning respect for the views and
approaches of others is an integral part of case analysis
exercises. But there are times when it is OK to swim against the
tide of majority opinion. In the practice of management, there is
always room for originality and unorthodox approaches. So
while discussion of a case is a group process, there is no
compulsion for you or anyone else to cave in and conform to
group opinions and group consensus.
5. Don’t be surprised if you change your mind about some
things as the discussion unfolds. Be alert to how these changes
affect your analysis and recommendations (in the event you get
called on).
17. 6. Expect to learn a lot in class as the discussion of a case
progresses; furthermore, you will find that the cases build on
one another—what you learn in one case helps prepare you for
the next case discussion.
(
8
) (
STRATEGY:
Core
Concepts
and
Analytical
Approaches
)
(
9
) (
A
Guide
to
Case
Analysis
)
There are several things you can do on your own to be good and
18. look good as a participant in class discussions:
Although you should do your own independent work and
independent thinking, don’t hesitate before (and after) class to
discuss the case with other students. In real life, managers often
discuss the company’s problems and situation with other people
to refine their own thinking.
n In participating in the discussion, make a conscious effort
to contribute, rather than just talk. There is a big difference
between saying something that builds the discussion and
offering a long-winded, off-the-cuff remark that leaves the class
wondering what the point was.
n Avoid the use of “I think,” “I believe,” and “I feel”;
instead, say, “My analysis shows —” and “The
company should do
.because
.” Always give supporting reasons and evidence for
your views; then your instructor won’t have to ask you “Why?”
every time you make a comment.
n In making your points, assume that everyone has read the
case and knows what it says; avoid reciting and rehashing
information in the case—instead, use the data and information
to explain your assessment of the situation and to support your
position.
n Bring the printouts of the work you’ve done on Case-
TuTor or the notes you’ve prepared (usually two or three pages’
worth) to class and rely on them extensively when you speak.
There’s no way you can remember everything off the top of
19. your head—especially the results of your number crunching. To
reel off the numbers or to present all five reasons why, instead
of one, you will need good notes. When you have prepared
thoughtful answers to the study questions and use them as the
basis for your comments, everybody in the room will know you
are well prepared, and your contribution to the case discussion
will stand out.
Preparing a Written Case Analysis
Preparing a written case analysis is much like preparing a case
for class discussion, except that your analysis must be more
complete and put in report form. Unfortunately, though, there is
no ironclad procedure for doing a written case analysis. All we
can offer are some general guidelines and words of wisdom—
this is because company situations and management problems
are so diverse that no one mechanical way to approach a written
case assignment always works.
Your instructor may assign you a specific topic around which to
prepare your written report. Or, alternatively, you may be asked
to do a comprehensive written case analysis, where the
expectation is that you will (1) identify all the pertinent issues
that management needs to address, (2) perform whatever
analysis and evaluation is appropriate, and (3) propose an action
plan and set of recommendations addressing the issues you have
identified. In going through the exercise of identify, evaluate,
and recommend, keep the following pointers in mind.3
Identification It is essential early on in your paper that you
provide a sharply focused diagnosis of strategic issues and key
problems and that you demonstrate a good grasp of the
company’s present situation. Make sure you can identify the
firm’s strategy (use the concepts and tools in Chapters 1–5 as
diagnostic aids) and that you can pinpoint whatever strategy
implementation issues may exist (again, consult the material in
Chapters 9–11 for diagnostic help). Consult the key points
20. provided at the end of each chapter for further diagnostic
suggestions. Consider beginning your paper with an overview of
the company’s situation, its strategy, and the significant
problems and issues that confront management. State
problems/issues as clearly and precisely as you can. Unless it is
necessary to do so for emphasis, avoid recounting facts and
history about the company (assume your professor has read the
case and is familiar with the organization).
Analysis and Evaluation This is usually the hardest part of the
report. Analysis is hard work! Check out the firm’s financial
ratios, its profit margins and rates of return, and its capital
structure, and decide how strong the firm is financially. Table 1
contains a summary of various financial ratios and how they are
calculated. Use it to assist in your financial diagnosis.
Similarly, look at marketing, production, managerial
competence, and other factors underlying the organization’s
strategic successes and failures. Decide whether the firm has
valuable resource strengths and competencies and, if so,
whether it is capitalizing on them.
Check to see if the firm’s strategy is producing satisfactory
results and determine the reasons why or why not. Probe the
nature and strength of the competitive forces confronting the
company. Decide whether and why the firm’s competitive
position is getting stronger or weaker. Use the tools and
concepts you have learned about to perform whatever analysis
and evaluation is appropriate.
In writing your analysis and evaluation, bear in mind four
things:
1. You are obliged to offer analysis and evidence to back up
your conclusions. Do not rely on unsupported opinions, over-
generalizations, and platitudes as a substitute for tight, logical
21. argument backed up with facts and figures.
2. If your analysis involves some important quantitative
calculations, use tables and charts to present the calculations
clearly and efficiently. Don’t just tack the exhibits on at the end
of your report and let the reader figure out what they mean and
why they were included. Instead, in the body of your report cite
some of the key numbers, highlight the conclusions to be drawn
from the exhibits, and refer the reader to your charts and
exhibits for more details.
3. Demonstrate that you have command of the strategic concepts
and analytical tools to which you have been exposed. Use them
in your report.
4. Your interpretation of the evidence should be reasonable and
objective. Be wary of preparing a one-sided argument that omits
all aspects not favorable to your conclusions. Likewise, try not
to exaggerate or overdramatize. Endeavor to inject balance into
your analysis and to avoid emotional rhetoric. Strike phrases
such as “I think,” “I feel,” and “I believe” when you edit your
first draft and write in “My analysis shows,” instead.
Recommendations The final section of the written case analysis
should consist of a set of definite recommendations and a plan
of action. Your set of recommendations should address all of
the problems/issues you identified and analyzed. If the
recommendations come as a surprise or do not follow logically
from the analysis, the effect is to weaken greatly your
suggestions of what to do. Obviously, your recommendations
for actions should offer a reasonable prospect of success. High-
risk, bet-the-company recommendations should be made with
caution. State how your recommendations will solve the
problems you identified. Be sure the company is financially
able to carry out what you recommend; also check to see if your
recommendations are workable in terms of acceptance by the
22. persons involved, the organization’s competence to implement
them, and prevailing market and environmental constraints. Try
not to hedge or weasel on the actions you believe should be
taken.
By all means state your recommendations in sufficient detail to
be meaningful—get down to some definite nitty-gritty specifics.
Avoid such unhelpful statements as “the organization should do
more planning” or “the company should be more aggressive in
marketing its product.” For instance, if you determine that “the
firm should improve its market position,” then you need to set
forth exactly how you think this should be done. Offer a
definite agenda for action, stipulating a timetable and sequence
for initiating actions, indicating priorities, and suggesting who
should be responsible for doing what.
In proposing an action plan, remember there is a great deal of
difference between, on the one hand, being responsible for a
decision that may be costly if it proves in error and, on the
other hand, casually suggesting courses of action that might be
taken when you do not have to bear the responsibility for any of
the consequences.
A good rule to follow in making your recommendations is:
Avoid recommending anything you would not yourself be
willing to do if you were in management’s shoes. The
importance of learning to develop good managerial judgment is
indicated by the fact that, even though the same information and
operating data may be available to every manager or executive
in an organization, the quality of the judgments about what the
information means and which actions need to be taken does vary
from person to person.4
It goes without saying that your report should be well organized
and well written. Great ideas amount to little unless others can
23. be convinced of their merit—this takes tight logic, the
presentation of convincing evidence, and persuasively written
arguments.
Preparing an Oral Presentation
During the course of your business career it is very likely that
you will be called upon to prepare and give a number of oral
presentations. For this reason, it is common in courses of this
nature to assign cases for oral presentation to the whole class.
Such assignments give you an opportunity to hone your
presentation skills.
The preparation of an oral presentation has much in common
with that of a written case analysis. Both require identification
of the strategic issues and problems confronting the company,
analysis of industry conditions and the company’s situation, and
the development of a thorough, well-thought out action plan.
The substance of your analysis and quality of your
recommendations in an oral presentation should be no different
than in a written report. As with a written assignment, you’ll
need to demonstrate command of the relevant strategic concepts
and tools of analysis and your recommendations should contain
sufficient detail to provide clear direction for management. The
main difference between an oral presentation and a written case
is in the delivery format. Oral presentations rely principally on
verbalizing your diagnosis, analysis, and recommendations and
visually enhancing and supporting your oral discussion with
colorful, snappy slides (usually created on Microsoft’s
PowerPoint software).
Typically, oral presentations involve group assignments. Your
instructor will provide the details of the assignment—how work
should be delegated among the group members and how the
presentation should be conducted. Some instructors prefer that
presentations begin with issue identification, followed by
analysis of the industry and company situation analysis, and
24. conclude with a recommended action plan to improve company
performance. Other instructors prefer that the presenters assume
that the class has a good understanding of the external industry
environment and the company’s competitive position and expect
the presentation to be strongly focused on the group’s
recommended action plan and supporting analysis and
arguments. The latter approach requires cutting straight to the
heart of the case and supporting each recommendation with
detailed analysis and persuasive reasoning. Still other
instructors may give you the latitude to structure your
presentation however you and your group members see fit.
Regardless of the style preferred by your instructor, you should
take great care in preparing for the presentation. A good set of
slides with good content and good visual appeal is essential to a
first-rate presentation. Take some care to choose a nice slide
design, font size and style, and color scheme. We suggest
including slides covering each of the following areas:
n An opening slide covering the “title” of the presentation
and names of the presenters.
n A slide showing an outline of the presentation (perhaps
with presenters’ names by each topic).
n One or more slides showing the key problems and strategic
issues that management needs to address.
n A series of slides covering your analysis of the company’s
situation.
n A series of slides containing your recommendations and
the supporting arguments and reasoning for each
recommendation—one slide for each recommendation and the
associated reasoning has a lot of merit.
(
25. 14
) (
STRATEGY:
Core
Concepts
and
Analytical
Approaches
)
(
13
) (
A
Guide
to
Case
Analysis
)
You and your team members should carefully plan and rehearse
your slide show to maximize impact and minimize distractions.
The slide show should include all of the pizzazz necessary to
garner the attention of the audience, but not so much that it
distracts from the content of what group members are saying to
the class. You should remember that the role of slides is to help
you communicate your points to the audience. Too many
26. graphics, images, colors, and transitions may divert the
audience’s attention from what is being said or disrupt the flow
of the presentation. Keep in mind that visually dazzling slides
rarely hide a shallow or superficial or otherwise flawed case
analysis from a perceptive audience. Most instructors will tell
you that first-rate slides will definitely enhance a well-delivered
presentation but that impressive visual aids, if accompanied by
weak analysis and poor oral delivery, still adds up to a
substandard presentation.
Researching Companies and Industries via the Internet and
Online Data Services
Very likely, there will be occasions when you need to get
additional information about some of the assigned cases,
perhaps because your instructor has asked you to do further
research on the industry or company or because you are simply
curious about what has happened to the company since the case
was written. These days it is relatively easy to run down recent
industry developments and to find out whether a company’s
strategic and financial situation has improved, deteriorated, or
changed little since the conclusion of the case. The amount of
information about companies and industries available on the
Internet and through online data services is formidable and
expanding rapidly.
It is a fairly simple matter to go to company Web sites, click on
the investor information offerings and press release files, and
get quickly to useful information. Most company Web sites
allow you to view or print the company’s quarterly and annual
reports, its 10K and 10Q filings with the Securities and
Exchange Commission, and various company press releases of
interest. Frequently, a company’s Web site will also provide
information about its mission and vision statements, values
statements, codes of ethics, and strategy information, as well as
charts of the company’s stock price. The company’s recent press
releases typically contain reliable information about what of
27. interest has been going on—new product introductions, recent
alliances and partnership agreements, recent acquisitions,
summaries of the latest financial results, tidbits about the
company’s strategy, guidance about future revenues and
earnings, and other late-breaking company developments. Some
company Web pages also include links to the home pages of
industry trade associations where you can find information
about industry size, growth, recent industry news, statistical
trends, and future outlook. Thus, an early step in researching a
company on the Internet is always to go to its Web site and see
what’s available.
Online Data Services
Lexis-Nexis, Bloomberg Financial News Services, and other on-
line subscription services available in many university libraries
provide access to a wide array of business reference material.
For example, the web-based Lexis-NexisAcademic Universe
contains business news articles from general news sources,
business publications, and industry trade publications.
Broadcast transcripts from financial news programs are also
available through Lexis-Nexis, as are full-text 10-Ks, 10-Qs,
annual reports, and company profiles for more than 11,000 U.S.
and international companies. Your business librarian should be
able to direct you to the resources available through your
library that will aid you in your research.
Public and Subscription Websites with Good Information
Plainly, you can use a search engine such as Google or Yahoo!
or MSN to find the latest news on a company or articles written
by reporters that have appeared in the business media. These
can be very valuable in running down information about recent
company developments. However, keep in mind that the
28. information retrieved by a search engine is “unfiltered” and may
include sources that are not reliable or that contain inaccurate
or misleading information. Be wary of information provided by
authors who are unaffiliated with reputable
organizations or publications and articles that were published in
off-beat sources or on Web sites with an agenda. Be especially
careful in relying on the accuracy of information you find
posted on various bulletin boards. Articles covering a company
or issue should be copyrighted or published by a reputable
source. If you are turning in a paper containing information
gathered from the Internet, you should cite your sources
(providing the Internet address and date visited); it is also wise
to print Web pages for your research file (some Web pages are
updated frequently).
The Wall Street Journal, Bloomberg Businessweek, Forbes,
Barron’s, and Fortune are all good sources of articles on
companies. The online edition of The Wall Street Journal
contains the same information that is available daily in its print
version of the paper, but the WSJ Web site also maintains a
searchable database of all The Wall Street Journal articles
published during the past few years. Fortune and Bloomberg
Businessweek also make the content of the most current issue
available online to subscribers as well as provide archives
sections that allow you to search for articles related to a
particular keyword that were published during the past few
years.
The following publications and Web sites are particularly good
sources of company and industry information:
Securities and Exchange Commission EDGAR
http://www.sec.gov/edgar/ database (contains company 10-
Ks, 10-Qs, etc.) searchedgar/companysearch
29. Google Finance http://finance.google.com
CNN Money http://money.cnn.com
Hoover’s Online http://hoovers.com
The Wall Street Journal Interactive Edition www.wsj.com
Bloomberg Businessweek www.businessweek.com and
www.bloomberg.com
Fortune www.fortune.com
MSN Money Centralhttp://moneycentral.msn.com
Yahoo! Finance http://finance.yahoo.com/
Some of these Internet sources require subscriptions in order to
access their entire databases.
You should always explore the investor relations section of
every public company’s Web site; in today’s world, these Web
sites typically have a wealth of information concerning a
company’s mission, core values, performance targets, strategy,
recent financial performance, and latest developments (as
described in company press releases).
Learning Comes Quickly With a modest investment of time, you
will learn how to use Internet sources and search engines to run
down information on companies and industries quickly and
efficiently. And it is a skill that will serve you well into the
future. Once you become familiar with the data available at the
different Web sites mentioned above and with using a search
engine, you will know where to go to look for the particular
information that you want. Search engines nearly always turn up
too many information sources that match your request rather
than two few; the trick is to learn to zero in on those most
relevant to what you are looking for. Like most things, once you
get a little experience under your belt on how to do company
and industry research on the Internet, you will find that you can
readily find the information you need.
30. The Ten Commandments of Case Analysis
As a way of summarizing our suggestions about how to
approach the task of case analysis, we have compiled what we
like to call “The Ten Commandments of Case Analysis.” They
are shown in Table 2. If you observe all or even most of these
commandments faithfully as you prepare a case either for class
discussion or for a written report, your chances of doing a good
job on the assigned cases will be much improved. Hang in there,
give it your best shot, and have some fun exploring what the
real world of strategic management is all about.
Table 2 The Ten Commandments of Case Analysis
To be observed in written reports and oral presentations, and
while participating in class discussions.
1. Go through the case twice, once for a quick overview and
once to gain full command of the facts; then take care to
explore the information in every one of the case exhibits.
2. Make a complete list of the problems and issues that the
company’s management needs to address.
3. Be thorough in your analysis of the company’s situation
(make a minimum of 1 to 2 pages of notes detailing your
diagnosis).
4. Look for opportunities to apply the concepts and analytical
tools in the text chapters—all of the cases in the book have very
definite ties to the material in one or more of the text
chapters!!!!
5. Do enough number crunching to discover the story told by the
data presented in the case. (To help you comply with this
commandment, consult Table 1 in this section to guide your
probing of a company’s financial condition and financial
performance.)
6. Support any and all off-the-cuff opinions with well-reasoned
arguments and numerical evidence; don’t stop until you can
31. purge “I think” and “I feel” from your assessment and, instead,
are able to rely completely on “My analysis shows.”
7. Prioritize your recommendations and make sure they can be
carried out in an acceptable time frame with the available
resources.
8. Support each recommendation with persuasive argument and
reasons as to why it makes sense and should result in improved
company performance.
9. Review your recommended action plan to see if it addresses
all of the problems and issues you identified—any set of
recommendations that does not address all of the issues and
problems you identified is incomplete and insufficient.
10. Avoid recommending any course of action that could have
disastrous consequences if it doesn’t work out as planned;
therefore, be as alert to the downside risks of your
recommendations as you are to their upside potential and
appeal.
EndnotEs
1 Charles I. Gragg, “Because Wisdom Can’t Be Told,” in The
Case Method at the Harvard Business School, ed. M. P. McNair
(New York: McGraw-Hill, 1954), p. 11.
2 Ibid., pp. 12–14; and D. R. Schoen and Philip A. Sprague,
“What Is the Case Method?” in The Case Method at the Harvard
Business School, ed. M. P. McNair, pp. 78–79.
3 For some additional ideas and viewpoints, you may wish to
consult Thomas J. Raymond, “Written Analysis of Cases,” in
The Case Method at the Harvard Business School, ed. M. P.
McNair, pp. 139–63. Raymond’s article includes an actual case,
a sample analysis of the case, and a sample of a student’s
written report on the case.
4 Gragg, “Because Wisdom Can’t Be Told,” p. 10.